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CARE AND NURTURING

CHCECE032
NURTURE BABIES AND TODDLERS

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Session 3

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Revision
Session 2
• Educators are engaged in a
ritual when…

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Relationships with
families

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Partnering with
families
IN PAIRS DISCUSS
• Why is it important to
involve the family in their
babies and toddlers care at
the service?
• Share ideas with class.

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Developing strong
relationships AE2 Part 1 Q13)
How we demonstrate in practice…
• Trust
• Open and respectful communication
• Sharing information
• Shared perspectives (AE2 Part 2 Q4)
• Involvement in child’s learning and development
• Shared decision making

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Sharing information
with families (AE2
Part 1 Q10)
• Sharing information
supports the development
of relationships with
families.
• It is important to share
information about:

Learning what they have been

involved with during day,
Sleep/rest, Food intake/eating
and activities involved in

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Communication
strategies with families
(AE2 Part 1 Q 13)

We need to think about

• When is the best time to communicate

• Where is the best time to communicate
• What is the best mode to communicate
to the parent/caregiver

• Students to brainstorm these in a small

group and share on board
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Safe sleep for babies

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Safe sleep – Sudden Infant Death Syndrome

What is SIDS? Ass 2 Part 1 Q 15a
SIDs is the sudden and unexpected death of an infant under one year
of age with a fatal episode during sleep that remains unexplained after
a thorough investigation, including performance of a complete autopsy
and review of the circumstances of death and the clinical history

This cannot be confused with SUDI. This is an infant death with an

explanation such as being unwell leading up to child’s death.

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Triple Risk Model (SIDs risk factors) Ass 2 Part 1 Q 15b

Risk factor
Critical period of development Critical period is the first year particularly first 6
months with peak at 2-4 months
External stressors and environmental factors Environmental factors such as tummy sleeping,
sleeping on soft surfaces, using a pillow, bed sharing,
upper respiratory infections. Most babies can survive
these external stressors unless they are already
vulnerable
Vulnerable infant The infant may have an underlying vulnerability such
as a weakness or abnormality increasing infants
vulnerability to SIDS for reasons such as:
Pathophysiological factors – defect in brain to control
heart rate, genetic factors – problems with arousal
mechanism, pre-term babies with low birth weight or
exposure to drugs and smoke in utero

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SAFE SLEEPING

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Research
Activity
Safe sleep
policy
(little.ly) and
questionnaire
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Wrapping baby

Let’s practice

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Take a moment to
familiarise yourself with this
book widely used in early
childhood services. Find the
information that relates to
cleaning cots and linen.

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Individual sleep needs

• On enrolment discussion occur about sleep and rest requirements
and practices at home. These conversations should continue past
enrolment
• Educators will offer communication each day about sleep to create
strong partnership
• Educators will actively work in partnership with family to follow sleep
requirements
• If children no longer need sleep, you can have a quiet space to rest or
have an educator sit and read books quietly)
(Link to AE1 Part 1 Q 31,32,33 )

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Responding to sleep
needs of toddlers

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Sleep rituals for toddlers

Keep in mind that toddlers are in the ‘autonomy v’s shame and doubt’
stage of development.

They are incredibly independent and sleep rituals should be centred around toddler’s active
involvement. They can help to:
• Toilet themselves and wash face before rest
• Get sheets and comforters out of bag and help prepare their bed. Toddlers are generally on low
beds on ground by now.
• They could choose a book to lay on bed with
• They may have a preference of where they want their bed to be
• They may like to help pack it up after waking

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Nappy changing

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Nappy Change Routines

Change nappies Adapt nappy

according to change to meet
service policies the individual
and procedures baby’s routines

Provide positive
Provide positive
nappy change
experiences that nappy change
experiences that
enhance
relationships support learning

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WE LOVE to
change a diaper

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NAPPY CHANGING
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-Nappy Change
consent

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As an educator, you will need to consider the following when changing nappies –
• Hygiene practices for yourself and the child. What are these?
• Safety for yourself and the child. What would this include?
• Respect and dignity for the child. How?
• Learning opportunities. How?
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We will create a collaborative poster
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to cover all four areas (4 groups)
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Toileting

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Read handout AE1 Part 1 Q 41

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Toddlers and Toilet Look in teams

Toilet readiness visuals
Training
Must be ready for toilet training

Follow steps to toilet training

Support children sensitively and

positively

Follow service policies

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Work With Families and Other Educators to

Support Children’s Toilet Learning

Adapt toileting to
Share meet the
information individual
toddler’s routines

Communicate
Use with families
consistent daily about
approaches toileting
efforts

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Read toileting
policy in teams

Toileting accidents/communication
• By approaching the child calmly and quietly private voice while at their leave and let the child know. “Hey, it look like
you have had an accident, how about we go to the bathroom and get you a fresh new pair of pants then you can go
and play.
• By going over to the sandpit and making sure the area is all clean and no longer contaminated and washing the truck
down by cleaning the area in the sandpit where the accident has happen.
• When the parent arrive at the services you said in a quite place where no child can here. “ just letting you know that
the child had an accident in the sandpit while playing with the truck. The educator ask jack if it ok if we take him to the
bathroom where we got him change into a new pair of pants then putting the wet cloths in a plastic bag which have a
message.
We need to consider the following when toileting accidents occur
• Maintaining privacy and dignity of child
• Positive support strategies
• Hygiene practices to follow
• Communicating with families

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How to Wash Babies and Toddlers

Hands
• If the infant can stand at a small hand basin, wash their
hands the same way you wash your own hands
• If the infant cannot stand at a hand basin, wash their
hands with pre-moistened disposable wipes, then dry
thoroughly

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Supporting
breastfeeding

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Some of the reasons why mothers may
want to continue breastfeeding as long as
possible are:
Breast milk is a perfect food for
babies and provides all their nutritional
requirements for the first six months of life,
and is a valuable supplement to solid food
after six months.
Breast milk contains substances
which protect babies against allergies
and infections.
Breast milk is free.
Mothers and babies are in close
physical contact while breast feeding and
many find it an enjoyable and intimate
experience.
It is our role to support
this
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Supporting
breastfeeding in our
services
Breast feeding support
document in teams
Services can:
Develop policies that encourage and support continued breastfeeding.
Identify your Service as ‘breastfeeding friendly’.
Ask about breastfeeding at the time of enrolment. Inform mothers that the Service
is supportive of receiving expressed breastmilk or alternatively, for mothers that
work nearby, visits during the day for breastfeeds are encouraged.
Provide a welcoming environment for mothers to comfortably breastfeed or
express breastmilk.
Assure mothers that expressed breastmilk will be stored and handled safely at the
Service.
Play an important role in providing families with accurate nutrition and feeding
information, and that this is reflected in the feeding practices of the Service.

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Creating spaces

Presentation title to go here

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Individual feeding

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Discuss images
What do you
notice? Think about intention
and ritual…

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How can you provide a positive feeding

experience for a baby that enhances
relationship and supports learning?
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Bottle preparation

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Bottle making – formula/breastmilk

Read

• Caring for children - Safe bottle feeding (in teams) (breastmilk)

• Handout: How to make formula

• Watch

Bottle preparation

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Cleaning bottles,
utensils and
equipment

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Complete bottle quiz

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Mealtimes with babies

and toddlers

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Promote quality mealtime

environments
• Mealtimes are a special time when babies and toddlers can
bond and build trust with their educators.
• It is also a social time and language can be developed and
extended.
• Mealtimes need to be positive. Think about a home like
environment
• Babies should be fed individually to build trust and
attachment.
• Respectful understanding of family cultural practices
Following home routines as closely as possible
• Low chairs are preferred over highchairs
• Offer opportunities for babies and toddlers to have agency
• High levels of supervision are needed at all times. Sit with
children
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Mealtimes for
babies
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Links to assessment from today’s content

Ass 1 - links
Part 1 Q8, 27,29, 30, 31, 32,33

Ass 2 - links
Part 1 Questions 10, 11, 13, 14 (part of), 15a b
Part 2 Scenarios – Scenario 5

Ass 3 – links
Demonstrations
Part 4 Demonstration 1, 2, 3, 5
Part 5 Demonstration 1
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