CHCECE005 Provide care for babies and toddlers.

Theory Tasks

CHCECE005
Provide care for babies and toddlers

Theory Assessment Task

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills of educators working with babies and toddlers (under 24 months) to ensure
that the children’s physical and emotional wellbeing is maintained.

Elements
The following elements define the essential outcomes of this unit:

 Element 1 Promote safe sleep

 Element 2 Provide positive nappy-changing and toileting experiences

 Element 3 Promote quality mealtime environments

 Element 4 Create a healthy and safe supporting environment

 Element 5 Develop relationships with babies and toddlers

 Element 6 Develop relationships with families

Assessment Requirements
 001: Quality Care Practices
 002: Supportive Care Routines
 003: Nurturing Environments and Relationships

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Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

 Handing in work without the adequate acknowledgement of sources used, including work
taken totally or in part from the internet.

You must PRINT AND SIGN this document

Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.

I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these
tasks is my own work.

I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment

Name: Signature: Date:

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Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of
developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service.
Workplace supervisors must authenticate these tasks have been completed, under supervision and to an
acceptable workplace standard for organisation policies and procedures.

Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.

Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.

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Required Readings
In order to complete this unit of competency you are required to access the following key resources.

Textbook

 Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.

 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.

Core Documents

 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)

Additional Readings for this Unit

 Department of Health and Aging. (2009). Get Up and Grow: Healthy Eating and Physical Activity
for Early Childhood - Staff/Carers Book. ACT: Commonwealth of Australia. Retrieved from:
https://www.health.gov.au/internet/main/publishing.nsf/Content/2CDB3A000FE57A4ECA257B
F0001916EC/$File/HEPA%20-%20B5%20Book%20-%20Staff%20and%20Carer
%20Book_LR.pdf (Accessed January 2018).

 Health Direct. (2016). Sudden infant death syndrome (SIDS) Retrieved from
https://www.healthdirect.gov.au/sudden-infant-death-syndrome-sids (Accessed April 2017).

 National Childcare Accreditation Council. (2009). Settling your child into care [Fact Sheet].
Retrieved from: http://ncac.acecqa.gov.au/family-resources/factsheets/settling.pdf (Accessed
January 2018).

 Raising Children. (2015). Baby Sleep: Light and noise. Retrieved from:
http://raisingchildren.net.au/articles/light_and_noise.html (Accessed January 2018).

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001 Quality Care Practices

CHCECE005 Provide care for babies and toddlers

Element 1 Promote safe sleep

Element 2 Provide positive nappy-changing and toileting experiences

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to (p. 23 and 169 –170) of your textbook ‘Birth to Big School’ and (p. 283-284) of
your textbook ‘The Big Picture’.

a) Sensory stimulation is food for the brain of babies and toddlers. Provide two examples of
how bright colours, novelty and stimulation can affect brain development.

b) Hutchins and Sims (1999) suggest four strategies to support attachment in child care
settings. List each strategy and explain the meaning.

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c) List nine key qualities that should be included in daily routines for babies and toddlers to
support their social, emotional, language and physical care needs.

Question 2

Read each educator practice and provide two examples to explain why the practice supports
respectful and trusting relationship with babies and toddlers.

Educator Practice Why the practice supports respectful and trusting

relationship with babies and toddlers.

Educators always try to assist

toddlers to see the consequences of
their actions in a respectful manner.
E.g. “Look at Callie, she’s crying.
Can you give her a hug?”

Every child has their own space to

put their personal belongings.

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Each baby/toddler follows their own

individual sleep routine.

The program at Blue Bay Early

Learning Centre reflects the rich
cultural diversity of the local and
broader community.

Question 3
To complete this task refer to (pp. 147) of your reading:

 Guide to the National Quality Framework.

What does the National Quality Standard (NQS) aim to achieve with Element 2.1.1 Wellbeing and
comfort, in relation to children’s individual comfort and wellbeing requirements within daily
routines?

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Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Sleep Routine

The educator recognises and accommodates the specific sleep/rest patterns of

babies and toddlers.
Molly’s parents informed the educator, Sue, that when Molly (6 months) is tired
she rubs her eyes and cries. When she is settling for a sleep, she likes to hold the
satin edge of a baby blanket.
After lunch time Sue notices Molly is restless and rubbing her eyes. She picks
Molly up and says, “Are you sleepy Molly?” Molly snuggles into Sue’s shoulder. As
Sue changes Molly’s nappy, she talks softly to her. Sue sits on the lounge with
Molly in her lap and gives Molly her bottle. Molly holds the bottle and Sue sings
Molly’s favourite song.
When Molly has finished her bottle she is looking drowsy. Sue places Molly in the
cot with her satin edge blanket. Sue stays with Molly until she is asleep.

a) In the scenario ‘Sleep Routine’, how has the educator demonstrated quality care practices in
relation to the family’s individual routine for Molly? (identify two quality care practices)

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Scenario: Individual Routine

Sara (9 months) has been in care for two months. Whenever she is placed in a cot
she begins screaming. She pulls herself to a standing position and sometimes
flings herself backwards, arching her back as she screams.

b) In the scenario ‘Individual Routine’, list three behaviours that indicate Sara is unhappy when
placed in the cot.

c) What should the educator do to comfort Sara? (provide two strategies)

d) Identify two strategies on how the educator can involve the family in developing a better
sleep routine for Sara?

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Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Planning for Development

Educators are sensitive to toddlers emerging skills and plan an environment that is
predictable and allows children to practise their new skills.
Ben (18 months) has been attempting routine tasks such as hand washing and
becomes upset, saying ‘Me do’, if the educator attempts to help. To encourage him,
the educator has ensured the soap and paper hand towels are easily accessible. She
also puts up photographs of ‘hand washing’ over the taps. She talks to Ben about
each step in hand washing and allows plenty of time for practice.

How has the educator supported Ben’s attempts to gain new skills and providing an environment to
support skill development? (list three strategies)

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Question 6
To complete this task refer to (p. 285) of your textbook ‘The Big Picture’.

What five physical indicators may a baby or toddler display that shows they are tired and in need of
sleep and rest?

Question 7
To complete this task refer to (p.287) of your textbook ‘The Big Picture’ and the readings:
 Baby sleep: Light and noise.
 Sudden Infant Death Syndrome (SIDS)

a) SIDS and Kids is the recognized national authority on safe sleeping practices for infants and
children. Describe the meaning of SIDS.

b) List six recommendations for safe sleep practices for babies.

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c) Providing an environment that is conducive to rest can be assisted by adjusting lighting and
noise conditions. What are four strategies that you can use to manage light and noise?

Question 8

Look at the set of photographs below. For each photograph give one description on how the
educator uses daily routines to interact one-to-one with the child.

a. b. c.

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Question 9
To complete this task refer to (p. 288-289) of your textbook ‘The Big Picture’.

a) List seven characteristics that a child who is ready for toilet training may display.

b) Describe four information can be provided to families in relation to pre-toilet training?

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c) What six steps can educators consider when sensitively and positively supporting children
who are toilet training?

d) List two supportive practices the educator can adapt experiences to meet the individual
child’s routines in relation to nappy change and toileting.

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Anna

Educator Anna always gets down to the toddlers level and explains that it’s time for
a nappy change. Anna never hurries the toddler and allows them to finish their play.

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e) How does Anna’s behaviour reflect the UN Rights of the child and the ECA Code of Ethics in
relation to every child’s right to be treated respectfully? (provide two examples)

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002 Supportive Care Routines

CHCECE005 Provide care for babies and toddlers

Element 1 Promote safe sleep

Element 3 Promote quality mealtime environments

Element 4 Create a healthy and safe supporting environment

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to (pp. 282 – 286) of your textbook ‘The Big Picture’.

Scenario: Lucie

Lucie (14 months) is becoming more confident and independent each day. She insists
on doing most things for herself and will persist at a task even when she becomes
frustrated. Lucie’s parents have asked that Lucie have only one sleep per day (after
lunch). The educator finds that because Lucie is so tired by lunchtime that it’s
difficult to settle her for a sleep.

How can the educator adapt the lunchtime routine to meet Lucie’s need for rest? (provide one
approach)

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Question 2
To complete this task refer to (pp. 269-271, 290) of your textbook ‘The Big Picture’.

Scenario: Shellbie

At lunch time the educator serves the children their meals individually in bowls
and gives them their own cutlery and sipper cups. She checks the room allergy list
before each child receives their bowl. The educator closely supervises all children
during mealtime, and also keeps a second set of food so that she can offer food
to the children learning to feed themselves, ensuring they receive enough food.
Shellbie (12 months) is learning to eat and drink independently at meal times. She
enjoys exploring the texture of foods and alternates between using her hands and
spoon.
Shellbie always enjoys her meals. When she is finished she lets the educator know
by raising her arms and saying ‘Up’.

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a) List four measures that the educators have taken to ensure Shellbie’s safety while eating her
lunch?

b) List two ways in which the educator has provided to assist Shellbie’s growing
independence?

c) What are the three things would you communicate daily with Shellbie’s parents about her
mealtimes?

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Question 3
To complete this task refer to (pp. 131 – 132) of your textbook ‘The Big Picture’.

Document how to prepare formula and breast milk according to recommended food safety
standards. Take into considerations, safe storage, heating and cleaning.

Question 4
To complete this task refer to your reading:

 Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood - Staff/Carers Book.

As well as needing to safely manage formula and bottle feeding, there may be times when you will be
required to support a mother who wishes to continue breast feeding.

List three ways a service can identify as ‘breast feeding friendly’?

Question 5
To complete this task refer to (p. 292-293) of your textbook ‘The Big Picture’.

List the National Health and Medical Research Council guidelines for healthy eating for:

a) Infants up to 6 months. (provide one example)

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b) Infants 6 - 12 months. (provide three examples)

c) Indicate the daily recommended serves of each of the following food groups for each age
group.

Food Group 1 - 2 years 2 - 3 years 4 - 8 years

Vegetables and legumes/beans.

Fruit.

Grain (cereal) foods, mostly wholegrain.

Lean meat and poultry, fish, eggs, nuts and

seeds, and legumes/beans.

Milk, yoghurt, cheese and/or alternatives

(mostly reduced fat).

Approx. number of additional serves from the

five food groups or discretionary choices.

Question 6
To complete this task refer to (p. 128 & 130) of your textbook ‘The Big Picture’.

a) List the five key practices to minimise the risk of food contamination.

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b) What is the minimum temperature for cooking most foods?

c) What is the minimum temperature for re-heating food?

Question 7
To complete this task refer to (p. 161 - 162) of your textbook ‘The Big Picture’.

a) In relation to the recommended vaccination schedule, list the ages when children receive
vaccinations. (birth to 4 years old)

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b) According to Regulation 162, where must children’s immunisation records be kept?

Question 8
To complete this task refer to (p. 155-156) of your textbook ‘The Big Picture’.

List the five key procedures for infection control.

Question 9
To complete this task refer to (pp. 171 – 181) of your textbook ‘The Big Picture’.

Listed below are common safety hazards for babies and toddlers. Suggest one way in which the
educator could reduce each hazard.

a) Infants not yet crawling.

Hazard: May roll off the nappy change table.

b) Infants crawling and beginning to walk.

Hazard: May choke on small objects and some foods.

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c) Toddlers.

Hazard: Will attempt to stand and climb out a high chair.

003 Nurturing Environments and Relationships

CHCECE005 Provide care for babies and toddlers

Element 4 Create a healthy and safe supporting environment

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to (pp. 279 – 298) of your textbook ‘Birth to Big School’.

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a) List two ways in which this space supports and stimulates

the baby’s development?

b) List two ways in which this setting demonstrate a safe and

stimulating play space for physical development?

c) List two ways in which this setting provides a safe play

environment for toddlers.

Question 2
To complete this task refer to (pp. 263 – 269) of your textbook ‘The Big Picture’.

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Scenario: Supporting Physical Development

Katie (8 months) has learnt how to pull herself to a standing

position and walk around furniture. The educator places some
toys on a sturdy child’s chair.

a) How is the educator supporting Katie’s developing skills? (provide one example)

b) What are the two equipment/experiences should the educator provide to support Katie’s
physical development?

Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

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Scenario: Supporting Emotional Development

The educator, Jill, sits with Eva (18 months) and Anna (20 months). Earlier this
morning a parent had bathed and breast fed her new baby while the children
watched.
Jill: “Can you see the baby in the bath? I think we need to wash her. Here’s a washer
for you Anna and here’s one for you Eva and here’s one for me.”
Jill models how to wash the baby. “We need to hold her gently and make sure her
head doesn’t go under the water. Here you go baby. Do you like the nice warm water
on your tummy?”
“Eva, you’re doing a good job washing the baby’s hair. You’re being very gentle.”
“Anna are you tickling the baby’s toes when you wash her feet? I think she likes
that.”
Jill remains with Eva and Anna during this experience, offering encouragement and
describing the children’s actions.

Identify four strategies that the educator is using to create a supportive learning environment for Eva
and Anna.

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Question 4
To complete this task refer to (pp. 276-277,304-305) of your textbook ‘The Big Picture’ and the reading:

 Settling your child into care.

Scenario: Cultural Practices

Lali’s (16 months) family is from India. They have been in Australia for three
months. Lali has now been at the service for six weeks and attends two days per
week. Her parents are undertaking studies at the university and will be in
Australia for two years.

Lali’s parents speak fluent English and Assamese. They speak to Lali mainly in
Assamese but want her to also learn English.

When Lali is not in childcare she is cared for by her maternal grandmother who
has made the trip with the family. Lali’s grandmother also lived with the family in
India and has always helped to care for Lali. Grandmother speaks limited English
and talks to Lali in Assamese. Lali is used to the constant attention of her family
and finds the unfamiliar surroundings of childcare difficult. She follows the
educator around whimpering and holding her arms up to be carried.

When is time for Lali to sleep she screams when the educator lifts her into a cot.
The educator finds that the only way she can get Lali to sleep is to sit with her in
the rocking chair and gently rock her to sleep.

a) What factors have contributed to Lali finding it difficult to settle into childcare? (list three
factors)

b) What could you do to support Lali to adjust to care? (list four approaches)

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Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Adjusting to Change

Ava (14 months) has attended child care for eight months. She initially settled
well and has developed a strong bond with educators. Ava was attending the
service three days per week but now attends full-time as both parents have full-
time jobs.
Ava has not adjusted well to this change. Normally Ava is happy to go to an
educator and wave goodbye to Mum or Dad. Now she screams and clings to her
mother or father and continues crying for around an hour. Mum, Dad and
educators are all upset by this change in Ava and decide to meet after hours to
work on a plan to help Ava settle.

a) During daily communication what the parents/educators could do to help Ava adjust to her
new routine? (list three approaches)

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b) Explain why it is important for educators to communicate information daily and support
Ava’s parents during this time. (give two reasons)

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