CHCECE005 Learner Guide V1.0

CHCECE005
Provide care for babies and

toddlers
Learner Guide
Page |1
Table of Contents
Unit of Competency...............................................................................................................................5
Application..........................................................................................................................................5
Unit Mapping Information..................................................................................................................5
Performance Criteria...........................................................................................................................6
Foundation Skills.................................................................................................................................8
Assessment Requirements..................................................................................................................9
National Quality Framework for Early Childhood Education and Care (NQF).......................................12
National Quality Standard.................................................................................................................13
National laws and regulations...........................................................................................................14
Guide to the Education and Care Services National Law and the Education and Care Services
National Regulations 2011................................................................................................................15
1. Promote safe sleep..........................................................................................................................20
1.1 – Reach agreement with families on how sleep and rest will occur................................................21
Reaching agreements with families..................................................................................................21
Sleep and rest...................................................................................................................................21
Activity 1A.........................................................................................................................................23
1.2 – Check that cots, bedding and equipment meet approved standards...........................................24
Approved standards..........................................................................................................................24
Checking equipment.........................................................................................................................24
Activity 1B.........................................................................................................................................26
1.3 – Implement safe sleep practices and explore and implement quality sleeping environments......27
Safe sleep practices...........................................................................................................................27
Quality sleeping environments.........................................................................................................27
Activity 1C.........................................................................................................................................29
1.4 – Ensure bedding is clean, using appropriate hygiene practices.....................................................30
Bed cleaning......................................................................................................................................30
Hygiene practices..............................................................................................................................30
Activity 1D.........................................................................................................................................32
2. Provide positive nappy-changing and toileting experiences.............................................................33
2.1 – Change nappies using appropriate hygiene practices..................................................................34
Changing nappies..............................................................................................................................34
Australia Moreton Education Group Pty Ltd, Trading as Queensland Academy of Technology (QAT) ABN 68 105823309
Level 4, 333 Adelaide Street, Brisbane 4000, Queensland Australia PO BOX 10862 Adelaide Street, Brisbane 4000
Telephone 07 3002 0888 Facsimile 07 3002 0808
National Provider Number: 31246 CRICOS Number: 02746G
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Practising good hygiene during nappy changes................................................................................34

Activity 2A.........................................................................................................................................36
2.2 – Adapt experiences to meet the individual child’s routines..........................................................37
Individual child’s routine...................................................................................................................37
Adapting the care which you give.....................................................................................................37
Activity 2B.........................................................................................................................................38
2.3 – Support children sensitively and positively when they are learning to use the toilet..................39
Supporting children throughout toileting.........................................................................................39
Supportive practices..........................................................................................................................39
Activity 2C.........................................................................................................................................41
2.4 – Work with families to support children’s toilet learning..............................................................42
Working together to support toilet learning.....................................................................................42
Activity 2D.........................................................................................................................................44
3. Promote quality mealtime environments........................................................................................45
3.1 – Promote positive mealtime environments that are adapted to meet the individual child’s
routines and needs...............................................................................................................................46
Positive mealtime environments.......................................................................................................46
Ensuring that mealtimes are healthy and nutritious.........................................................................47
Adapting mealtime environments to meet individual routines and needs.......................................48
Activity 3A.........................................................................................................................................49
3.2 – Ensure babies are fed individually................................................................................................50
Feeding babies individually...............................................................................................................50
Activity 3B.........................................................................................................................................52
3.3 – Follow approved standards for safe storage and heating of formula and breast milk and for
cleaning equipment and utensils..........................................................................................................53
Safe storage and heating of formula.................................................................................................53
Safe storage and heating of breast milk............................................................................................54
Safe storage and heating for cleaning equipment and utensils........................................................54
Activity 3C.........................................................................................................................................56
3.4 – Assist in providing a supportive environment for mothers to breastfeed....................................57
Providing a supportive environment for breastfeeding....................................................................57
Activity 3D.........................................................................................................................................58
3.5 – Prepare formula and other food according to recommended food safety standards..................59
Preparing formula.............................................................................................................................59
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Preparing other food.........................................................................................................................60

Activity 3E.........................................................................................................................................61
4. Create a healthy and safe supporting environment.........................................................................62
4.1 – Communicate with families daily about the child’s intake and experiences with food and drink 63
Communicating with families............................................................................................................63
Children’s intake and experience with food......................................................................................64
Activity 4A.........................................................................................................................................65
4.2 – Ensure safe areas and encouragement is provided for babies to practice rolling over, sitting,
crawling and walking.............................................................................................................................66
Providing safe areas and encouragement for physical activity.........................................................66
Activity 4B.........................................................................................................................................68
4.3 – Supervise closely when babies and toddlers are in situations that present a higher risk of injury
..............................................................................................................................................................69
The importance of supervision..........................................................................................................69
High-risk situations............................................................................................................................69
Activity 4C.........................................................................................................................................71
4.4 – Ensure babies and toddlers can safely explore their environment with their hands, mouths and
bodies...................................................................................................................................................72
Exploring the environment safely.....................................................................................................72
Infection control................................................................................................................................72
Activity 4D.........................................................................................................................................74
4.5 – Keep up-to-date with children’s immunisation status and recommended immunisation schedule
..............................................................................................................................................................75
Immunisation status..........................................................................................................................75
Immunisation schedule.....................................................................................................................75
Activity 4E.........................................................................................................................................76
5. Develop relationships with babies and toddlers..............................................................................77
5.1 – Provide predictable personal care routines that are rich and enjoyable......................................78
Personal care routines......................................................................................................................78
Making routines rich and enjoyable..................................................................................................78
Activity 5A.........................................................................................................................................81
5.2 – Respond to babies and toddlers when they practice language by repeating words, sounds and
gestures that children use.....................................................................................................................82
5.3 – Describe objects or events and talk about routine activities with babies and toddlers...............82
Responding to babies and toddlers practising language...................................................................82
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Describing objects and routine activities...........................................................................................82

Activity 5B.........................................................................................................................................84
5.4 – Initiate one-to-one interactions with babies and toddlers during daily routines and add to
interactions initiated by babies and toddlers........................................................................................85
Initiate one-to-one interaction..........................................................................................................85
Add to interactions initiated by babies and toddlers........................................................................86
Activity 5C.........................................................................................................................................87
5.5 – Use a favourite toy or comfort item brought from home to assist babies and toddlers..............88
The importance of comfort items.....................................................................................................88
Attachment theory............................................................................................................................88
Activity 5D.........................................................................................................................................90
5.6 – Provide babies and toddlers with many opportunities to experience relaxed and physical contact
..............................................................................................................................................................91
Providing opportunities for relaxed and physical contact.................................................................91
Activity 5E.........................................................................................................................................92
5.7 – Respond positively to babies’ and toddlers’ exploratory behaviour............................................93
Responding positively to exploratory behaviour...............................................................................93
Ensuring a positive response.............................................................................................................93
Activity 5F..........................................................................................................................................94
5.8 – Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and
provide physical comfort as appropriate..............................................................................................95
Monitoring babies and toddlers........................................................................................................95
Provide physical comfort...................................................................................................................96
Activity 5G.........................................................................................................................................97
6. Develop relationships with babies and toddlers..............................................................................98
6.1 – Gather information from the family to assist in the transition from home to care......................99
6.2 – Assist in the transition from home to care...................................................................................99
Gather information from families.....................................................................................................99
Assisting in the transition from home to care.................................................................................100
Activity 6A.......................................................................................................................................102
6.3 – Communicate daily with families about their child....................................................................103
The importance of regular communication.....................................................................................103
Appropriate methods of communication........................................................................................103
Activity 6B.......................................................................................................................................105
Summative Assessments.....................................................................................................................106
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References..........................................................................................................................................107
Unit of Competency
Application
This unit describes the skills and knowledge required by educators working with babies and toddlers to
ensure that the children’s physical and emotional wellbeing is maintained.
This unit applies to work with babies and toddlers from birth to 24 months in a range of early education
and care contexts.
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.
Unit Mapping Information

No equivalent unit.
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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
1. Promote safe sleep 1.1 Reach agreement with families on how sleep and rest will
occur
1.2 Check that cots, bedding and equipment meet approved
standards
1.3 Implement safe sleep practices and explore and implement
quality sleeping environments
1.4 Ensure bedding is clean, using appropriate hygiene practices
2. Provide positive 2.1 Change nappies using appropriate hygiene practices

nappy-changing and 2.2 Adapt experiences to meet the individual child’s routines
toileting experiences 2.3 Support children sensitively and positively when they are
learning to use the toilet
2.4 Work with families to support children’s toilet learning
3. Promote quality 3.1 Promote positive mealtime environments that are adapted
mealtime to meet the individual child’s routines and needs
environments 3.2 Ensure babies are fed individually
3.3 Follow approved standards for safe storage and heating of
formula and breast milk and for cleaning equipment and
utensils
3.4 Assist in providing a supportive environment for mothers to
breastfeed
3.5 Prepare formula and other food according to recommended
food safety standards
1. Create a healthy and 1.1 Communicate with families daily about the child’s intake and
safe supporting experiences with food and drink
environment 1.2 Ensure safe areas and encouragement is provided for babies
to practise rolling over, sitting, crawling and walking
1.3 Supervise closely when babies and toddlers are in situations
that present a higher risk of injury
1.4 Ensure babies and toddlers can safely explore their
environment with their hands, mouths and bodies
1.5 Keep up-to-date with children’s immunisation status and
recommended immunisation schedule
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Element Performance Criteria

Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
2. Develop relationships 2.1 Provide predictable personal care routines that are rich and
with babies and enjoyable
toddlers 2.2 Respond to babies and toddlers when they practise language
by repeating words, sounds and gestures that children use
2.3 Describe objects or events and talk about routine activities
with babies and toddlers
2.4 Initiate one-to-one interactions with babies and toddlers
during daily routines and add to interactions initiated by
babies and toddlers
2.5 Use a favourite toy or comfort item brought from home to
assist babies and toddlers
2.6 Provide babies and toddlers with many opportunities to
experience relaxed and physical contact
2.7 Respond positively to babies’ and toddlers’ exploratory
behaviour
2.8 Closely monitor babies and toddlers for signs of hunger,
distress, pain and tiredness, and provide physical comfort as
appropriate
3. Develop relationships 3.1 Gather information from the family to assist in the transition
with families from home to care
3.2 Assist in the transition from home to care
3.3 Communicate daily with families about their child
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Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills)
that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
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Assessment Requirements
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the following tasks:
 Provided care to at least three different babies and toddlers of varying ages using safe and
hygienic practices, including:
o assessing and responding appropriately to babies’ needs, including hunger, distress,

tiredness and pain
o setting up a safe environment conducive to rest
o changing nappies
o heating breast milk and formula, preparing bottles and preparing and heating food
o cleaning equipment and utensils
o feeding babies
 Developed a nurturing and securely attached relationship with at least three different babies
and toddlers of varying ages, including:
o settling new babies and toddlers through observing, monitoring and appropriately
interacting with them and their caregivers
o engaging in one-to-one interactions with babies and toddlers during daily routines
 Supported the learning of at least three different babies and toddlers of varying ages, including:
o responding appropriately to babies’ and toddlers’ cues and language
o initiating and modelling language with babies and toddlers
o providing stimulating environments that support skill development
o modifying the environment and interactions to support babies/toddlers changing

requirements
o encouraging their attempts to gain new skills
o providing opportunities to develop self- knowledge and awareness
o contributing to their emotional and psychological well-being
 Performed the activities outlined in the performance criteria of this unit during a period of at
least 120 hours of work in at least one regulated education and care service.
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Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task
outlined in elements and performance criteria of this unit, manage the task and manage contingencies
in the context of the work role. These include knowledge of:
 How to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 How to navigate through framework and standards documents to find areas relevant to this unit
of competency
 Individual patterns and routines of babies and toddlers
 Appropriate interactions with babies and toddlers, including:
o individual differences of babies’ and toddlers’ needs for rest, and sleep/rest patterns
o signs of stress, distress or pain in babies and toddlers
o social development of babies and toddlers
 Dietary requirements and nutritional needs of babies and toddlers
 Food safety guidelines
 Recommendations for oral health, including restricting bottles to meal times only
 Guidelines for infection control
 Safe and unsafe practices for working with babies
 Different practices and routines used by various families and their underlying cultural or
personal rationale
 Emotional, physical and language development of babies and toddlers
 Attachment theory
 Sudden Infant Death Syndrome
 United Nations Convention on the Rights of the Child
 Brain development in babies and toddlers
 Organisational standards, policies and procedures.

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Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations
cannot be provided in the workplace or may occur only rarely. These are situations relating to
emergency or unplanned procedures where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working environment where these skills
and knowledge would be performed, with all the relevant equipment and resources of that working
environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 The relevant approved learning framework under the National Quality Framework for Early
Childhood Education and Care.
Assessment must involve:
 Interactions with actual babies and toddlers under the age of 24 months under the supervision
of an early childhood educator.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF
mandatory competency requirements for assessors.
Links
Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/
Companion Volume implementation guides are found in VETNet -

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
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National Quality Framework for Early Childhood Education

and Care (NQF)
The NQF was founded in 2012 by the government, as a measure to raise the quality and standards of
early childhood education and care across the whole of the Commonwealth by introducing consistency
in the regulation and assessment of Australian education and care services.
The NQF applies to most of the

following services:
 Long day care
 Family day care
 Preschool/kindergarten
 Outside school hours care.
The need for a national approach is to ensure

that all children in the early stages of childhood access quality education and care in their formative
years, in order to give them the best possible start in development and learning. Research shows that
the higher the quality of education and care in these early years, the higher the quality of health,
educational attainment, and employment in later life.
The NQF focuses on the belief that all children need quality care that is tailored to meet their individual
and specific needs.
It aims to raise the quality of education and care services via two methods:
 Improved caregiver qualifications – the higher the qualification of the caregiver, the
more in depth their knowledge and understanding of the development and learning of
children. These higher qualifications improve the effectiveness of the educator as they
take an holistic approach to the education of the whole child
 Lower educator to child ratios – fewer children in an educator’s care allows the
educator to spend more time with each child, focusing on their individual learning and
development needs and promotes the establishment and reinforcement of positive
relationships. Happy children who feel safe are more likely to engage in learning, taking
risks to think for themselves and trying new skills without the fear of failure or
embarrassment.
The NQF is comprised of three elements:

 National Quality Standard that determines the benchmark for the quality of education
and care services across Australia
 National legislative framework that provides a consistent approach to the regulation

and assessment of education and child care services
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 National quality rating and assessment process that rates education and care providers
against the National Quality Standard.
The NQF is overseen by The Australian Children’s Education and Care Quality Authority (ACECQA) which
works in conjunction with the regulatory authorities of each state/territory.
More information on the NQF can be found on the government’s website for education and training at:
http://education.gov.au/national-quality-framework-early-childhood-education-and-care
National Quality Standard

The NQS is the benchmark for quality in early years education and child care provision. The plan is that
every early years education and care service throughout Australia will be assessed against this standard
and rated accordingly. The ratings will then be placed on a national register that can be viewed by all.
Each provider will be assessed in seven different areas and also given an overall rating.
The seven areas of assessment are:

 Educational program and practice
 Children’s health and safety
 Physical environment
 Staffing arrangements
 Relationships with children
 Collaborative partnerships with families and
 Leadership and service management.
Each quality area will be rated with one of the five following levels defined by the
NQS:
 Excellent rating – awarded by ACECQA
 Exceeding National Quality Standard
 Meeting National Quality Standard
 Working Towards National Quality Standard
 Significant Improvement Required.
More information on the NQS can be found on the ACECQA website at: http://acecqa.gov.au/national-
quality-framework/the-national-quality-standard
The assessment criteria of the NQS is intrinsically linked to the two national learning
frameworks:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia –
this framework outlines the principles, practices and outcomes for successful
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development and learning of a child from birth to five years old and includes the
transition to school. All education and child care services are expected to use this
framework to develop and implement their own provision
 My Time, Our Place: Framework for School Age Care in Australia – this framework
supports the continued development of learning and development of children during
school age using best practices of learning through play and leisure based activities that
are appropriate to the individual’s needs, abilities and interests.
Belonging, Being and Becoming can be found at: http://education.gov.au/early-years-learning-

framework
My Time, Our Place can be found at: http://education.gov.au/my-time-our-place-framework-school-

age-care-australia
National laws and regulations

The National Quality Framework is governed by a combination of the Education and Care Services
National Law and the Education and Care Services National Regulations. The legislation and regulations
vary in each state/territory. To find out more information about the legislation in your region visit the
links below:
State/territory Web address
Victoria http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/
PubStatbook.nsf/51dea49770555ea6ca256da4001b90cd/
b73164fe5da2112dca2577ba0014d9ed!OpenDocument
New South Wales http://www.legislation.nsw.gov.au/sessionalview/sessional/

act/2010-104.pdf
Australian Capital Territory http://www.legislation.act.gov.au/a/2011-42/default.asp
Queensland http://www.legislation.qld.gov.au/LEGISLTN/ACTS/
2011/11AC038.pdf
Northern Territory https://legislation.nt.gov.au/
South Australia https://www.legislation.sa.gov.au/LZ/C/A/EDUCATION%20AND

%20EARLY%20CHILDHOOD%20SERVICES%20(REGISTRATION
%20AND%20STANDARDS)%20ACT%202011.aspx
Tasmania http://www.thelaw.tas.gov.au/tocview/
index.w3p;cond=;doc_id=48%2B%2B2011%2BAT%40EN
%2B20120522120000;histon=;prompt=;rec=;term=
Western Australia http://www.slp.wa.gov.au/legislation/statutes.nsf/

main_mrtitle_12929_homepage.html
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Guide to the Education and Care Services National Law and the Education and Care
Services National Regulations 2011
The following information is taken directly from the official government Guide to the Education and
Care Services National Law and the Education and Care Services National Regulations 2011 – the whole
document can be found at: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
2014/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf
The objectives of the NQF under section 3(2) of the National Law are to:
 Ensure the safety, health and wellbeing of children attending education and care
services
 Improve the educational and developmental outcomes for children attending

education and care services
 Promote continuous improvement in the provision of quality education and care

services
 Establish a system of national integration and shared responsibility between

participating jurisdictions and the commonwealth in the administration of the national
quality framework
 Improve public knowledge, and access to information, about the quality of education
and care services
 Reduce the regulatory and administrative burden for education and care services by
enabling information to be shared between participating jurisdictions and the
Commonwealth.
The following guiding principles under section 3(3) of the National Law should be
applied when making decisions about the operation of education and care services:
 The rights and best interests of the child are paramount
 Children are successful, competent and

capable learners
 The principles of equity, inclusion and

diversity underpin the national law
 That Australia’s Aboriginal and Torres Strait

Islander cultures are valued
 That the role of parents and families is

respected and supported
 That best practice is expected in the

provision of education and care services.
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The National Law sets out:

 Approval processes for the operation of education and care services
 The assessment and rating system
 Key operational requirements
 Compliance, monitoring and enforcement
powers
 Review of decisions made by regulatory
authorities
 The functions and powers of the Standing Council
 The functions and powers of the Australian Children’s Education and Care Quality
Authority (ACECQA)—the national body that oversees the system
 The functions and powers of regulatory authorities in each jurisdiction
 Creation of a nationally consistent freedom of information and privacy framework to
apply to ACECQA and regulatory authorities
 Publication of information, including registers
 Key transitional arrangements.
Services covered by the National Quality Framework
Section 5 of the National Law states that the NQF covers the majority of long day care, family day care,
preschool (kindergarten) and outside school hours care services. In Western Australia the NQF also
covers home-based care.
Given that the NQF was only introduced in 2012, not all service providers are covered. It has
commenced its assessment and quality rating of the services that provide for the largest number of
children, but the intention is to extend it to all providers of education and care over the forthcoming
years.
Services excluded from the NQF under National Law include:

 A school providing full-time education to children, including children in the year before
Grade 1, but not including a preschool program delivered in a school or a preschool
that is registered as a school (as these are within scope)
 A preschool program delivered in a school if the program is delivered in a class or
classes where a full-time education program is also being delivered to school children
and the program is delivered to fewer than six children in the school (a composite class)
 A personal arrangement
 A service principally conducted to provide instruction in a particular activity (– for
example, a language class or ballet class)
 A service providing education and care to patients in a hospital or patients of a medical
or therapeutic care service
 Care provided under a child protection law of a participating jurisdiction.
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These services excluded by National Law are not likely to be brought into the scope of the NQF in the
future.
Services excluded from the NFQ under National Regulations include:

 Disability services defined under state or territory law, and early childhood intervention
services for children with additional needs
 Except in WA, education and care in a residence, other than as part of a family day care
service
 Occasional care services (– for example, offered at short notice or on a casual basis)
 Education and care provided by a hotel or resort to children of short-term guests at the
hotel or resort
 Education and care that is provided on an ad hoc basis to children of a guest, visitor or
patron where the person who is responsible for the children is readily available at all
times
 Education and care where it is primarily provided or shared by parents or family

members
 Education and care provided at a secondary school to a child of a student attending the
school, where the parent retains responsibility for the child
 Mobile services
 Services that provide education and care for no more than four weeks per calendar
year during school holidays
 Transition to school programs provided by a school to orient children to that school
 Budget based funded services, other than where they receive Child Care Benefit
 Playschools licensed in the Australian

Capital Territory
 Stand-alone services in Queensland
 Playcentres in South Australia
 Services licensed as centre-based Class

4 or 5 services under the Child Care
Act 2001 in Tasmania
 Licensed limited hours or short-term services in Queensland or Victoria
 Government-funded services under the Children and Community Services Act 2004 of
Western Australia.
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Services excluded under the National Regulations may become an inclusive part of the NQF in the
future.
Educational program
The National Law and Regulations determine that all approved services provide an
educational program that:
 Is based on an approved learning framework:
o the two nationally approved learning frameworks:
 Belonging, Being and Becoming—The Early Years Learning Framework

for Australia
 My Time, Our Place—Framework for School Age Care in Australia
o jurisdiction-specific approved learning frameworks:
 Australian Capital Territory: Every Chance to Learn—Curriculum

Framework for ACT Schools Preschool to Year 10
 Victoria: Victorian Early Years Learning and Development Framework,

Department of Education and Victorian Curriculum and Assessment
Authority
 Western Australia: Curriculum Framework for Kindergarten to Year 12

Education in Western Australia
 Tasmania: Tasmanian Curriculum, Department of Education of

Tasmania, 2008
 Is delivered in accordance with that framework
 Is based on the developmental needs, interests and experiences of each child
 Takes into account the individuality of each child.
The educational program must

make a contribution to each of
the following outcomes:
 Children have a strong sense of
identity
 Children are connected with

and contribute to his or her
world
 Children have a strong sense of

wellbeing
 Children are confident and involved learners
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 Children are effective communicators.
Further information regarding the National Quality Framework and how it relates to you and your role
in education and care provision will be included in the relevant chapters of the unit.
(All websites accessed: 14/04/17)
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1. Promote safe sleep

1.1. Reach agreement with families on how sleep and rest will occur
1.2. Check that cots, bedding and equipment meet approved standards
1.3. Implement safe sleep practices and explore and implement quality sleeping environments
1.4. Ensure bedding is clean, using appropriate hygiene practices
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1.1 – Reach agreement with families on how sleep and rest will occur
By the end of this chapter, the learner should be able to:
 Explain why it is important to make decisions alongside the family of the child
 Identify a range of factors to consider when ensuring that a child gets the rest/sleep
they need
 Explain what Sudden Infant Death Syndrome is and identify ways to reduce the risk.
Reaching agreements with families

This unit aims to provide you with the skills and knowledge to ensure that the children’s physical and
emotional wellbeing is maintained throughout the work which you do. A key contributing factor to the
wellbeing of a child is working effectively alongside their families. Developing and maintaining a good
relationship with the family of a child will enable you to share information and make decisions based on
a mutual agreement and with the child’s best interests at the centre.
Deciding on when and where children will sleep is an

example of a decision that should be made alongside
the family of the child. Sleep should be based on the
habits which the child is accustomed to at home.
Maintaining consistent sleeping habits will promote
effective sleeping patterns by providing an environment
which triggers the need for sleep. For example, if a child
sleeps in darkness when at home, this should be
replicated within the care setting so that they remain
familiar with the idea that darkness means sleep time.
It is really important to ensure that you and the family

of the child are working together to enable the child to
get the rest which it needs. A lack of sleep can have a
negative impact on the mood and energy levels of a
child in their day-to-day lives, and can also have a detrimental effect on the development of children in
the long run.
Whilst it may seem like a relatively consistent activity, people all over the world have completely
different habits when it comes to sleeping. These differences may be based on culture, age, disabilities
or just general preferences. You should respect the individual practices of children and their families
and try to focus your work around the preferred customs.
Sleep and rest

Of course, it may not be possible to maintain the exact same environment within the workspace as the
child is given at home. This is down to a variety of factors including distractions from other children in
the group, being separated from parents or key family members, or just being unsettled due to the
unfamiliar environment.
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When making arrangements for sleep, it might a good idea to try to focus on the key factors for sleep,
rather than being held up on smaller issues which can be overcome by the child over time.
The key things to consider are

likely to include:
 Where to sleep
 When to sleep
 How long to sleep for
 General sleeping conditions –

consider any environmental
factor that may affect or prevent
sleep, for example, noise or
temperature (this will be explored
in a later chapter).
Sudden Infant Death Syndrome

(SIDS)
Sudden Infant Death Syndrome refers to the sudden and unexpected death of a baby. SIDS most
commonly occurs during the first three months of a baby’s life, during the time when the child is asleep.
You should practice an awareness of the potential occurrence of SIDS throughout your work, and
demonstrate to the families of the child that you are taking the relevant steps to prevent this as much
as you can.
There are some things that you can do to help reduce the risk of SIDS or other fatal
sleep accidents:
 Place the child on their back to sleep. The safest place for them to sleep is in a cot in a
room with someone present for the first 6 to 12 months
 Prevent anyone from smoking in the same room or within close proximity of the baby
 Never set the baby to sleep on a sofa or an armchair
 Do not let the baby get too hot
 Keep the baby’s head uncovered. Their blanket should be tucked in no higher than
their shoulders.
(Health Direct, Sudden Infant Death Syndrome (SIDS): https://www.healthdirect.gov.au/sudden-infant-

death-syndrome-sids Accessed 14/04/17)
As mentioned above, SIDS is sudden and unexpected. Whilst the steps mentioned above can help to
reduce the chances of SIDS from occurring, often it is unpreventable.
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Activity 1A
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1.2 – Check that cots, bedding and equipment meet approved standards
 Identify the different strands covered by the Australian and New Zealand safety
requirements for household cots and mattresses
 List a range of things that they would look for when performing a visual check on
sleeping equipment within the workplace.
Approved standards
All sleeping equipment which you utilise within your working vicinity will have to abide by the relevant
regulations. In Australia, cots will need to follow the mandatory requirements outlined by the Australian
and New Zealand AS/NZS 2127:2003 Cots for household use – safety requirements. Whilst your
equipment is of course not intended for household use, referring to these requirements will ensure that
your equipment is safe and adheres to recognised standards.
The Australian and New Zealand requirements cover:

 Testing
 Design and construction of new

cots
 Fixed base cots and cots in the

lowest base position
 Cots in the upper base position
 Slats or filler bars
 Cot mattresses
 Footholds or toeholds
 Safety and performance
 Informative labels
 Safety markings
 Second-hand cots.
A full range of information can be found at: Household cots, Product Safety Australia:
https://www.productsafety.gov.au/standards/household-cots (Accessed 14/04/17)
Checking equipment
Before you utilise any equipment within your workplace, you have a responsibility to ensure that it is
safe for use and meets the standards mentioned above. Whilst the standards mentioned may seem
complex and there is a lot of information to remember, a large majority of this information is likely not
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to be entirely your responsibility. In most circumstances, a good visual check should be enough to allow
you to identify any faults or issues should they be there.
For example, you may look to identify:

 The bars or panels are spaced between 50
mm and 95 mm apart – bigger gaps can
trap a baby’s head, arms or legs
 There are no spaces between 30 mm and

50 mm that could trap the child’s arms or
legs
 There are no small holes or openings

between 5 mm and 12 mm that could
trap the child’s fingers
 There are no loose nuts or bolts
 The side drop is functioning correctly
 The cot is placed in a safe spot and

locking brakes are in place.
Reporting issues
If you do suspect that any cots or other sleeping equipment may not be suitable, you should ensure that
they are not used and are reported to the relevant person(s) as soon as you can. Failing to report the
issue could pose danger for the children as well as potentially breach legislations followed by your
organisation.
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Activity 1B
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1.3 – Implement safe sleep practices and explore and implement quality
sleeping environments
 Identify a range of safe sleep practices
 List the key factors related to a quality sleeping environment.
Safe sleep practices

To ensure that you are promoting safe sleep practices you will need to consider the relevant safety
procedures. Specific safety procedures will differ depending on the protocols followed by your
organisation, as well as the age and specific requirements of the child.
For example, some general safety procedures include:

 Avoid soft bedding in a cot - this includes pillows, quilts, soft toys, and bumpers. Soft
bedding may cover the baby’s face and restrict breathing and may also cause
overheating. For older babies, soft bedding can also act as a platform for them to fall
out of the cot
 Try to judge what layers are needed and adjust case by case - for example, if a
baby/child has a cold it common to give them extra layers to prevent them from getting
cold, however, this could result in overheating. It is good practice to keep checking on
the child throughout their sleep to ensure that everything is ok, if they appear hot or
red in the face remove some layers and allow them to cool down
 Ensure that there is nothing around the cot/bed which poses a danger - for example,
any wires or large equipment which can be pulled.
Quality sleeping environments

As mentioned in a previous chapter, the general environment
in which sleep occurs can have a detrimental effect on whether
or not a child gets the sleep which it needs. Ideally, it is best
practice to try to replicate the home environment of the child
so that they are comfortable, but also familiar with the idea of
‘sleep time’ – a separation of sleep and awake environments.
The key factors to creating a quality

environment include:
 Lighting – softer lighting, or the dark, if the
child is not afraid, will encourage the mind to
relax and wind down, as well as indicate that it
is time to go to sleep for children who are old enough to understand
 Temperature – not only can over/under heating be uncomfortable for children, it can
be very dangerous for them as well. The ideal temperate for a child’s room is between
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68-72 degrees Fahrenheit. If you are unable to keep a consistent temperature, you
might want to consider using heaters or fans
 Noise – keeping a calm and mellow environment is essential to sleep and noise is a
major factor in maintaining this. Try to separate sleeping areas from other areas within
the workspace. This will prevent disruption from others and create a separate ‘quiet
space’ which encourages tiredness and rest.
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Activity 1C
 
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1.4 – Ensure bedding is clean, using appropriate hygiene practices

 Outline a step-by-step process which they follow when cleaning beds/bedding
 Consider the importance of practising good hygiene within their work.
Bed cleaning
All cots, beds, and equipment which are utilised within your workplace will need to be in a clean and
sanitary condition. Keeping on top of cleanliness will prevent infections or illnesses from being carried
to different children, and will also promote sound sleep.
Your organisation is likely to have specific guidelines and systems in place for cleaning beds and
bedding, such as labelling to indicate when a bed has been cleaned or changed. It is important that you
follow these procedures at all times to promote consistency throughout all work practices.
An example procedure for cleaning a bed is as follows:

 Decontaminate hands before and after
carrying out procedure to prevent
passing on any infections
 Put on aprons, disposable gloves, and

any other suitable PPE
 Place linen in the appropriate place –

this might be a specific bag which
holds all linen to be washed, or it may
go straight into a washing machine
 Clean the bed, bed frame,

undercarriage and both sides of the
mattress – depending on
organisational guidelines this process
may be quick or more complex
 The mattress should be turned over
 Use disposable cloths and do not return cloth to solution where used
 Attach a date label on the bed or write in logbook when the procedure is completed –
this will alert your colleagues that the bed has been cleaned and is available to use.
Hygiene practices
As you are likely already aware, infection can be spread in a number of ways, including physical contact
as well as through the air, i.e. airborne infections such as coughing or sneezing. Incorporating simple
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practices into your daily routine can help to reduce the chances of cross-infection for yourself, your
colleagues and the children who you care for.
On top of ensuring that beds are

cleaned and changed regularly, there
are some general practices which you
can follow to promote a safe
environment:
 Encourage children to follow simple
hygiene practices such as washing their
hands and brushing their teeth
 Ensure that key facilities are cleaned

sufficiently – this should include the
sleeping area as well as bathrooms,
kitchens/eating areas and playing areas
 Use hygienic nappy changing

methods/areas.
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Activity 1D
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2. Provide positive nappy-changing and toileting experiences

2.1. Change nappies using appropriate hygiene practices
2.2. Adapt experiences to meet the individual child’s routines
2.3. Support children sensitively and positively when they are learning to use the toilet
2.4. Work with families to support children’s toilet learning
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2.1 – Change nappies using appropriate hygiene practices

 Identify the equipment needed to change a nappy
 Identify a range of steps within the nappy changing process which aim to prevent the
spreading of germs.
Changing nappies
A large part of caring for babies and toddlers will include
changing nappies whenever necessary. Nappies should be
changed regularly to avoid a build-up of bacteria or sores
caused by leaving them on for too long. With baby boys,
you may need to spend a little more time ensuring that
you get the entire area completely clean. Don’t be afraid
to move things around during the changing process, any
areas that you miss can become an issue if they are left
uncleaned for a prolonged period of time.
Nappy changing should always occur in a designated

place whenever possible. This will help to ensure that the
germs are contained to one area. Having a designated
area will also allow you to keep all necessary equipment
nearby and make the process as efficient as possible –
military style nappy changes is what you are aiming for!
Generally speaking, for each nappy change you will need:

 A clean nappy – this may be a cloth or a disposable nappy depending on your
organisation/the baby’s preferences (any allergies, for example)
 A nappy bucket to store the dirty nappy or a bag to throw it away
 Nappy wipes or cotton wool and warm water
 Barrier cream/nappy cream.
All equipment which you use should be easily accessible for workers but kept out of the reach of all
children. You may want to consider high shelves or cupboards which cannot be reached.
Practising good hygiene during nappy changes

Whilst the very nature of changing nappies is not the most hygienic of tasks, there are techniques that
you can adopt to prevent spreading germs during the process.
For example:
 Wash your hands
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 Place paper on the change table
 Always wear gloves when changing a nappy
 Remove the child’s nappy and put it in a ‘hands-free’ lidded bin
 Remove any clothes with urine or faeces on them
 Clean the child’s bottom
 Remove the paper and put it in a

‘hands-free’ lidded bin
 Remove your gloves by peeling them

back from your wrists, turning them
inside out as you go. Put the gloves in
the bin
 Wash and dry the child’s hands
 Take the child away from the change

table
 Clean the change table with detergent

and warm water
 Wash your hands.
(Australian Government, Changing a nappy without spreading germs:

https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch43poster2.pdf \ Accessed
14/04/17)
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Activity 2A
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2.2 – Adapt experiences to meet the individual child’s routines

 Demonstrate an understanding of the importance of ensuring that work practices cater

for a range of different children
 Identify a range of practices which can help to adapt care.
Individual child’s routine

Throughout all of your work, you will need to adopt
strategies which aim to support positive nappy
changing and toileting experiences for a range of
children. As with all people, children are all different.
They will respond differently to your work practices
and will require individualised treatment during
sensitive practices. The way that children react to
your work practices will largely be down to their
home life and the routine which they follow on a
daily basis. It is your responsibility to ensure that you
are familiar with the individual child’s routine, and
the best way to ensure that they have a positive
experience when they are in your care.
Adapting the care which you give

Because all children are different, you will be
required to adapt your working practices to ensure that all children get the care which they need,
particularly when it comes to nappy changing and toileting experiences.
Practices to help you adapt your care include:

 Discuss children’s individual needs with families to ensure practices are reflective of the
home environment and are culturally sensitive
 Provide information to families regarding children’s nappy change patterns
 Utilise nappy change times to interact with children on an individual basis. The nappy
change time will allow you to converse, sing, play and generally interact with the child.
This time allows you and the child to learn more about each other and understand each
child’s personality and personal strengths
 Organise the nappy change area to promote positive interactions and promote positive
learning experiences, e.g. place pictures or mobiles to stimulate children’s interactions
and to encourage learning.
(Community Child Care Co-Operative, Nappy change:

http://ccccnsw.org.au/wp-content/uploads/nappy-change.pdf Accessed 14/04/17)
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Activity 2B
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2.3 – Support children sensitively and positively when they are learning to use
the toilet
 List a range of supportive practices which will help to encourage a positive toilet
training experience for all children.
Supporting children throughout toileting

Toilet training is a huge part of a child’s development and a major milestone in their lives. A negative
experience can have a long-lasting effect on the self-esteem of a child, so it is important that you are a
positive influence on this activity.
The age when toilet training begins can differ dramatically from child to child and there is essentially no
‘right’ age for when this should occur. If a child is not showing any signs of being ready there is no
reason to push them to begin toilet training.
As with all aspects of care, it is a good idea to communicate with the family of the child throughout the
toilet learning process. Communication will allow you to work together to ensure that the child is
progressing at their own pace and is able to gain a positive experience from their toilet training journey.
Generally speaking, you should look for

the following signs when judging whether
a child is ready for toilet training:
 An awareness of their toileting habits
 Showing discomfort when a nappy is wet or

soiled
 Waking from a daytime sleep with a dry

nappy
 Showing an interest in a potty or the toilet.
Supportive practices
To ensure that toilet training is a positive experience for all
children in your care, you should adopt a range of supportive practices which aim to encourage the child
and promote their independence in the most positive way.
Supportive practices might include:

 Allow children to take their time - it is important that you slow down to the pace of a
baby or toddler
 Respond to children’s cues and allow them to be active participants in the process - this
should be in line with individual children’s skills and interests, and should avoid
pressuring them
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 Where possible, use the correct terms for going to the toilet - ask families what words
they use at home, as consistent language between home and care will help children to
understand and learn more easily
 Be sensitive to individual children’s needs and styles, and tailor individual toileting
procedures to each child
 Speak respectfully with children about what you are doing - for example, talk with
them about what is happening as you are assisting them to use the toilet
 Ask or remind children about using the

toilet - you should be alert to signs that
a child is uncomfortable, and for older
children be especially sensitive to any
signs or communications that they need
to use the toilet
 Respond as quickly as possible when a

child indicates a need to use the toilet -
don’t make children wait to use toilet
 Take full advantage of every

opportunity for a focused, positive
interaction with children during
toileting times, however brief these
might be
 Encourage families to provide children with clothes that assist them in toileting
independently - for example, elasticated waist pants that are easy to pull up and down
– working with families will be explored in more detail in the next chapter
 Never show displeasure or negative reactions to a child’s bowel movements, no matter

how messy or smelly they are.
(Putting Children First NCAC, Positive toileting and nappy changing: http://ncac.acecqa.gov.au/educator-
resources/factsheets/fdcqa_factsheet_16_toileting_and_nappy_changing.pdf Accessed 14/04/17)
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Activity 2C
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2.4 – Work with families to support children’s toilet learning

 Show an understanding of the importance of working in collaboration with the family

of a child in order to promote positive toilet learning
 Identify a range of information which may be required to provide consistent learning.
Working together to support toilet learning

As mentioned previously, working alongside families can help to promote a positive experience for the
children who you provide care for. Providing care collaboratively will help to provide the child with
stability and consistency as they grow into independent children.
You should work in partnership with the families to keep them updated with anything that you become
aware of and any plans that you intend to put into motion. For example, if you are caring for children
throughout a large portion of the day, you may begin to see signs that the child is becoming ready for
toilet training before the families do. Having regular discussions will help you to keep on top of the
child’s progress and work collaboratively with families to ensure that the child’s experience of toilet
learning is positive.
Creating a routine
Throughout toilet learning, it is a good idea to try to replicate
the home environment. This should include you mirroring the
steps taken by the parents/family members throughout the
toilet training procedure. Creating a similar process will
encourage the child to feel comfortable by providing a familiar
situation for them.
Spending some time with the family of the child will enable you
to find out how they want to deal with the process on the whole
and what you can do to help support any preferences or
requirements which they may have.
Throughout discussions, you may want to seek

information such as:
 Any triggers to look for which indicate that the child needs the toilet - children will
have a variety of responses to their toileting habits, some will tell you outright that
they need the toilet whilst others may respond through their behaviour such as
crossing their legs or fidgeting. Working with parents will help you to determine the
personality of a child (if you are not already aware), for example, if a child is particularly
shy you will know to pay particular attention to any behavioural triggers rather than
waiting for them to come and speak to you
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 Ways to encourage the child –

encouragement can really help to
motivate the child to continue using the
toilet. Encouragement may be provided
through verbal praise such as ‘Well
done, you should be really proud of
yourself!’ or through incentives such as
extra play time
 How best to handle accidents – getting

angry when a child has an accident can
discourage them from using the toilet
altogether. Although it can be an
annoyance to be continuously changing
and washing clothes (particularly for
busy parents/families) you should try to
ensure that frustration is not shown to the child but instead that they are taught calmly
the link between wet/soiled clothing and accidents.
You may find in some instances that families will have very specific requirements when it comes to
toilet training. These may be down to cultural, ethnic or religious preferences, for example. You should
practice respect and understanding towards any preferences or requirements that families may have
and do all that you can to incorporate these into the toilet training process.
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Activity 2D
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3. Promote quality mealtime environments

3.1. Promote positive mealtime environments that are adapted to meet the individual child’s
routines and needs
3.2. Ensure babies are fed individually
3.3. Follow approved standards for safe storage and heating of formula and breast milk and for
cleaning equipment and utensils
3.4. Assist in providing a supportive environment for mothers to breastfeed
3.5. Prepare formula and other food according to recommended food safety standards
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3.1 – Promote positive mealtime environments that are adapted to meet the
individual child’s routines and needs
 Identify three different ways to help children gain a positive experience from their
mealtimes
 Explain how to adopt a healthy routine for children’s mealtimes
 Identify a range of factors to consider when catering for a number of children.
Positive mealtime environments

Creating a positive mealtime environment can significantly help children to learn good eating habits and
develop a positive attitude towards food. All children should develop an understanding of the
importance of eating healthily and maintaining positive lifestyles. They should be provided with the
opportunity to participate in positive experiences, conversations, and routines in the provision of food.
It might take time to change unhealthy attitudes and habits. However, you should consider it a
responsibility to engage children and ensure that they make positive choices for growth and
development.
Making sure that mealtimes are a positive and productive environment doesn’t necessarily require
complicated or complex strategies.
There are some simple tips which you can

follow to help to ensure that children gain
a positive experience from their
mealtimes:
 Use child-sized furniture – this will
encourage children to feel comfortable and
more independent
 Supply easy-to-use cutlery – similarly to

above, if children are able to successfully
use the utensils provided, they will feel
more independent and in control of their
own mealtimes
 Consider finger foods – most children like nothing more than to ditch the knife and fork
and tuck in with their hands. Whilst it is important that they learn how to eat in a civil
manner at the dinner table, finger foods can encourage children to positively engage at
meal times and are also a great way to introduce new foods that they wouldn’t
necessarily eat otherwise
 Incorporate new foods – encouraging children to eat a variety of foods at an early age
can really help to ensure that they have a healthy and balanced diet in the long run.
Whilst this can be a challenge for many children, incorporating small portions of
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something new alongside something which they like is a good way to encourage them
to try different foods
 Encourage cooperation when cleaning spillages – accidents and spillages are almost
inevitable at mealtimes where children are concerned! It is important that they are not
scolded when this happens but rather encouraged to help to clean up any spillages
which occur to help them learn
 Engage with children whilst they eat – the eating process is often a great opportunity
for children to socialise with each other and with the caregivers as well. You should try
to engage with the children throughout mealtimes as much as possible. You may want
to eat your food alongside children, for example.
Ensuring that mealtimes are healthy and nutritious

Standard 2.2.1 of the National Quality Standards
covers healthy eating and requires that food/drinks
provided are nutritious and appropriate for each
child. Whilst the food provided within your
workplace may not be entirely your responsibility, for
example, if you have kitchen staff on site, you should
still be aware of the food the children in your care
are eating and ensure that you encourage them to
eat as healthily as possible.
(Australian Children’s Education & Care Quality

Authority, Quality Area 2 – Children’s Health and
Safety: http://www.acecqa.gov.au/Childrens-health-
and-safety Accessed 14/04/17)
Your workplace should be aiming to serve meals at

set times each day so that children engage with the routine of eating healthily. The meals should be
quite definite occasions and involve educational staff or carers where possible. As a general rule
children should be provided with three meals and one or two snacks per day. However, it would be
worth speaking to a nutritionist if there is any concern about the children’s eating habits. Adults should
set positive examples and eat a range of healthy foods.
The foods that are served should be as nutritious as possible to enable the children’s mental and
physical development. There should be some variety in the dishes that are served for the purpose of
capturing the interest and ensuring that children enjoy the full range of nutritious benefits. Foods such
as vegetables, fruits, cereals, lean meat, and chicken will ideally be included as part of the diet for each
child. However, it is important to take individual preferences into account. Children should have
freedom of choice and not be forced to eat foods that they dislike, and communication with families
should occur so that you are able to identify any routine requirements or specific food preferences.
It is important to think about the environments in which meals are served also. You can increase the
sense of enjoyment by incorporating a range of colours and pictures which will encourage children to
think positively about food. Children should also be allowed to serve themselves, using appropriately
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sized utensils. This will give them a sense of independence and enable them to learn about portion
control.
Protecting oral health

Children are likely to need a drink whilst they eat their food as well as occasionally throughout the day
to prevent dehydration. Whilst it is tempting to provide children with a bottle to prevent spillages,
providing drinks such as fruit juices in bottles can be damaging to oral health as the liquid is allowed to
stay in contact with the teeth for a prolonged period of time – this could contribute to tooth decay in
the long run. Bottles also discourage normal drinking behaviour as they require sucking to make them
work. It is good practice to limit the use of bottles where ever possible and encourage the use of regular
cups.
Adapting mealtime environments to meet

individual routines and needs
When you are responsible for a large number of
children, ensuring that all their different needs are
catered for can be a difficult task, particularly when
they are different ages and require different levels
of care. You will need to be vigilant and organised
when it comes to mealtimes, and it may be a good
idea to produce a log or a written table which
provides details of times to feed children and what
they will be eating.
You may need to consider a range

of factors when catering for a
number of different children:
 The different ages of children – you are likely to be working with babies who will need
bottle feeding alongside older children who require a sit-down meal time. You will need
to ensure that all children receive the care that they need at mealtimes and are eating
appropriately. It is a good idea to dedicate staff to babies and toddlers separately
 Any allergies children may have – it is not uncommon for children to have allergies to
specific food types or groups, for example, nut allergies, wheat intolerances, and dairy
intolerances are all common allergies to have. Some allergies can become fatal if not
taken seriously, so it is really important that you gain as much information as you can
from the child’s family so that you can ensure you avoid anything that may cause a
problem
 Sleep times – food will need to be arranged around when children sleep, especially for
younger babies
 Any cultural or religious preferences/requirements – a number of cultures and religions

restrict the consumption of certain food types and some children may have a more
restricted diet than others. Any specific requirements should be outlined in
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communication with the child’s family and should be respected and carried through
wherever possible.
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Activity 3A
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3.2 – Ensure babies are fed individually

 Explain why it is important that babies are fed individually.
Feeding babies individually

All babies will have different needs and requirements when it comes to feeding, and it is important that
you do all that you can to meet their needs whilst they are in your care. Babies, especially newborn, will
be hungry at varying times throughout the day and night, so it may be almost impossible to stick to a
feeding schedule. The best thing to do is to simply respond to the baby’s cues. Cues may include specific
behaviours such as sucking on their hands or grabbing for breast/bottle. Responding to behavioural cues
will help to ensure that babies are being fed when they are actually hungry as well as promoting natural
behaviours with food.
The benefits of feeding babies

individually include:
 Avoids undereating/overeating by
responding to natural cues rather
than working on a feeding routine
 Allowing the baby to feed when it

desires will ensure that their
energy levels are as they should be
and promotes healthy
development
 Enables you to spend time bonding

with the baby – if you are
responding to the baby’s natural
behaviours you will allow yourself time to get to know them as well as letting them get
to know you
 Encourages a natural relationship with food – if you are feeding a baby when they are
not hungry, or not responding to them telling you that they are hungry, the baby may
not develop a natural instinct with food/hunger and this could be detrimental to
development in the long term.
It is a good idea to separate younger babies and older babies/toddlers so that you can invest more time
in ensuring that they receive the correct care and that cues for hunger are not missed. Of course, this
will only be possible if you have a number of colleagues working alongside each other.
How often to feed babies

When you have decided to feed babies individually, it can be a scary prospect to make sure that they
are eating enough and as often as they should be without referring to a schedule or routine. As
mentioned, all babies will be different and will develop individual habits. However, generally speaking,
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formula-fed babies should be fed around 6-10 times per day, whereas breast-fed babies between 8-12
times per day.
Again, it is important that you respond to the baby and

what they personally need. Just like adults, some babies
will have a huge appetite whilst others will desire little
amounts of food. This can be down to a variety of
reasons such as differing energy levels or simple
greediness! If a baby in your care is eating dramatically
different amounts to that mentioned above, it is a good
idea to get some advice from a nutritionist to work out if
there is an underlying issue. Overeating and undereating
can both cause long-term issues in a baby’s
development, so ensure that you act quickly if you think
that something is wrong or you notice a change in usual
habits.
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Activity 3B
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3.3 – Follow approved standards for safe storage and heating of formula and
breast milk and for cleaning equipment and utensils
 Identify a range of tips for heating and storing formula
 Explain how to store and heat breast milk
 List a range of methods for sterilising equipment
 Explain how to store equipment for feeding safely.
Safe storage and heating of formula

A key factor of taking care of babies is ensuring that their food is prepared and stored safely. Babies and
toddlers can pick up infections and illnesses really easily, and these can be severe due to their delicate
immune systems. You should be doing all that you can to avoid the occurrence of infection during the
feeding process as well as throughout the duration of
your care.
Formula
Families may choose to feed their baby using formula
and you will be responsible for preparing and storing
this correctly. The family may provide you with the
formula which they prefer to use, or your organisation
may provide all babies cared for with the same formula.
All commercially produced infant formulas in Australia
are required to meet food and safety standards to meet
the nutrition requirements of babies aged up to 12
months, so whichever option is preferred should be safe
and healthy for babies.
Some tips for heating and storing powder formula include:

 If not used immediately when made up infant formula must be stored in a sterilised
bottle or container at the back of the fridge, in the centre where it is coldest
 Discard unused infant formula after 24 hours if refrigerated. Re-warming stored, made-
up formula
 Remove the prepared formula just before it is needed
 Re-warm by placing the container in heated, shallow water for no more than 15
minutes or use a commercial bottle warmer
 Microwaves are not recommended to rewarm formula as they heat unevenly and
overheated parts of formula can burn the baby’s mouth
 Discard unused infant formula after two hours at room temperature.

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Fact Sheet Feeding babies and food safety - SA Health. (n.d.). Retrieved from
http://www.sahealth.sa.gov.au/wps/wcm/connect/5514158047d940a7ac79adfc651ee2b2/F (20/04/17)
Safe storage and heating of breast milk

Families may prefer babies to continue to be fed on breastmilk rather than formula whilst they are in
your care. You will need to be prepared to store and prepare expressed breast milk if this method of
feeding is preferred.
Store expressed breast milk in:

 The fridge (in the back where it is coldest) for no more than 72 hours
 The freezer compartment inside a fridge (-15°C) for up to 2 weeks
 In the freezer section of a fridge with a separate door (-18°C) for 3 months.
Preparing breast milk

Heating breast milk is a much more simple process than making formula as the milk has already been
created. The best way to heat breast milk is to place the bottle into a bowl of warm water and leave it
until it has reached room temperature. You should then shake the bottle to ensure that the milk has a
consistent temperature throughout. Overheating or boiling the breast milk can cause a loss of nutrients
and could also potentially burn the baby’s mouth.
Safe storage and heating for cleaning equipment and utensils

Any equipment which you use to serve or prepare babies food will need to be thoroughly cleaned and
sterilised before use. Before being sterilised, equipment and utensils should be cleaned using soap and
hot water, using a bottle brush to ensure that all parts are cleaned properly. They should then be rinsed
to ensure that all of the soap has been rinsed off before being sterilised.
There a number of ways that you can ensure that equipment is sterilised and safe for
contact with baby:
 Boiling – place all equipment into boiling water
for at least five minutes
 Chemicals – your organisation may use sterilising

liquids or tablets which can be added to a
container of water
 Steam sterilisers/microwave steam sterilisers –

your organisation may also have access to units
which sterilise clean equipment.
(South Australia Health, Feeding babies and food safety:

http://www.sahealth.sa.gov.au/wps/wcm/connect/5514158047d940a7ac79adfc651ee2b2/
Feeding+babies+and+food+safety+Fact+Sheet.pdf?MOD=AJPERES Accessed 14/04/17)
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Storing utensils and equipment

All utensils and equipment should be stored in a clean environment; this will prevent recontamination
prior to the next use. Ensure that equipment is stored on a clean surface away from contact with food
or dirty surfaces. It is a good idea to utilise cupboards/shelves where equipment can be stored
separately from anything else which is used.
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Activity 3C
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3.4 – Assist in providing a supportive environment for mothers to breastfeed

 Identify a range of strategies which aim to provide a comfortable and supportive

environment for mothers to breastfeed.
Providing a supportive environment for breastfeeding

Breastfeeding is a huge part of providing the right
nutrients for babies and ensuring that they are given the
best chance of a healthy and positive development. If
mothers choose to breastfeed in or around your working
area, it is important that you make them feel comfortable
and provide them with an environment which supports the
process.
For some mothers, the breastfeeding process will be

something that they are confident with and they will feel
comfortable doing this in a public environment with little
assistance. However, some mothers will require privacy
and a more attentive approach from you to support her
throughout the process.
There are some tips that you can adopt to ensure that mothers feel comfortable and
confident to breastfeed in your working environment:
 Be understanding – breastfeeding is a really important time for mother and baby to
bond and some mothers may be protective over the time which they spend nursing
 Create a quiet and comfortable place to breastfeed – as mentioned above some

breastfeeding mothers may feel comfortable to breastfeed in a relatively public space,
but a quiet and private space should be available for those who require more privacy.
This may be a different room altogether away from any workers and children or a quiet
corner of a room
 Do not be judgemental – breastfeeding can be a controversial subject for some people

and some mothers may be nervous about the prospect of nursing in a public
environment due to the perceptions of other people. Communicate with the mother
and provide the support which they personally require wherever possible and do not
judge the decisions which they make.
The key to creating a supportive environment for breastfeeding is communication! Spend time talking
with the mother about what they would prefer to do and what will make them feel most comfortable.
The more that you communicate, the better you will get at dealing with the situation in a positive light
as a caregiver as well as an organisation on the whole.
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Activity 3D
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3.5 – Prepare formula and other food according to recommended food safety
standards
 Identify how to prepare formula

 Identify how to prepare food in a way which promotes hygiene and safety.
Preparing formula
Formula milk is an alternative way (to breastfeeding) to
provide a baby with the nutrients which they need. As
mentioned in a previous chapter, some families will prefer to
feed their baby on formula milk as opposed to express milk
whilst they are in your care, so you will need to know how to
prepare it safely. Formula comes in both powder and liquid
form. Powder formula is usually made with water and liquid
is ready-to-feed. Each requires a different preparation
process which you will need to be aware of.
An example process for preparing

powdered formula includes the following
steps:
 Wash hands thoroughly with soap and warm water and dry with a disposable paper
towel
 Whenever possible, make a fresh batch of infant formula before each feed
 Prepare infant formula exactly according to manufacturer’s instructions, for example,

steps might include:
o measure and pour water into the baby bottle
o add desired scoop(s) of powder to the bottle
o put the cap on the bottle and shake
 Check the temperature of infant formula before feeding the baby by placing a drop of
liquid on the inside of your wrist. It should feel warm
 Avoid preparing infant formula if caregivers are suffering illnesses with vomiting or
diarrhoea, and take extra care with hygiene.
An example process for preparing liquid formula includes the following steps:
 Once opened, if the liquid infant formula is not to feed to the baby immediately pour
into a sterile container
 Store immediately in the coldest part of the fridge: at the back, in the centre
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 Re-warm by placing the container in heated,

shallow water for no more than 15 minutes or
use a commercial bottle warmer
 Microwaves are not recommended to rewarm

formula as they heat unevenly and overheated
parts of formula can burn the baby’s mouth
 Discard unused infant formula after two hours

out of the fridge
 Discard after 24 hours in the fridge.
Fact Sheet Feeding babies and food safety - SA Health. (n.d.).

Retrieved from
http://www.sahealth.sa.gov.au/wps/wcm/connect/5514158047d940a7ac79adfc651ee2b2/F (20/04/17)
Preparing other food

When preparing other types of food and meals for older children, you will need to follow guidelines
which aim to promote the hygiene and safety of all consumed food. Depending on your organisation,
you may also be responsible for cooking certain foods as well as preparing for mealtimes.
Throughout preparation, you should follow these steps to ensure the hygiene and
safety of food:
 Wash your hands often with soap and water during food preparation
 Wash and sanitise work counters and surfaces before and after use
 Wash and sanitise cutting boards and utensils before using and after each use
 Use separate cutting boards and utensils for raw meats than the ones you use for fruits,
vegetables, and other foods
 Wash and sanitise can openers after each use
 Put frozen meats into a pan before placing them in the refrigerator to thaw
 Never thaw meats on the kitchen counter
 Cook meats thoroughly, and use a food thermometer to be sure they are fully cooked
to the correct temperatures
 Do not change diapers in areas where you prepare, store, and serve foods.
(Extension, Food Safety Guidelines for Child Care Programs:

http://articles.extension.org/pages/25761/food-safety-guidelines-for-child-care-programs Accessed
14/04/17)
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Activity 3E
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4. Create a healthy and safe supporting environment

4.1. Communicate with families daily about the child’s intake and experiences with food and drink
4.2. Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting,
crawling and walking
4.3. Supervise closely when babies and toddlers are in situations that present a higher risk of injury
4.4. Ensure babies and toddlers can safely explore their environment with their hands, mouths and
bodies
4.5. Keep up-to-date with children’s immunisation status and recommended immunisation schedule
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4.1 – Communicate with families daily about the child’s intake and experiences
with food and drink
 Identify different methods of communication
 Recognise the importance of communicating with families regularly to identify

concerning habits.
Communicating with families

Keeping families alert as to how their children are
getting on when they are in your care should be a
huge part of your role, particularly when it comes to
food. Families will be interested to know that their
child is displaying healthy and normal eating
behaviours whilst away from them.
In the modern world, there is an array of different

ways in which you can communicate with people.
When trying to work in cooperation with busy family
members, you may want to consider utilising less
traditional communication methods to ensure that
they are receiving the necessary information on a
daily basis.
The different ways that you can

communicate include:
 Face to face – if you are dealing with sensitive information, face to face communication
is often the best option
 Telephone – this is often the most common and effective method of communication, it
is still direct but doesn’t require both parties to be entirely free
 Text message – texting can be a good option if you are just checking in. However, it is
probably not the best option if you want to have a more serious chat
 Email – this may be handy to contact family members whilst they are working, for
example
 Social media - this is probably the least traditional method of communication that you
may use. Similarly to text message, social media is a good way to simply check in with a
family member whilst they may be busy but is not a great option for sensitive
information.
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Children’s intake and experience with food

Of course, it is not expected of you to relay in grand detail the eating behaviours of every child you care
for. If eating habits are healthy and regular in accordance with the patterns of the child, then this is all
that needs to be conveyed to the families. However, if you do notice differences, or you plan to make
any changes, you should be looking to communicate in more detail with the family.
The main focus for children’s intake and experience of food is that they are engaging with a healthy and
nutritious diet. Most children experience phases of disengagement and not wanting to eat certain
foods. This is entirely normal and not necessarily something that you need to formally discuss with
families – although a mention would not go amiss. In most cases, focusing on re-engagement through
methods such as allowing the child to serve their own food, or
mixing certain foods with those which you know the child
enjoys will be enough to get the child back on track to enjoying
a balanced diet.
You will need to be able to spot signs of more worrying eating

behaviours. There is no specific rule of thumb to follow here
because children’s eating habits can be so varying. Getting to
know the child and working cooperatively with the family
should allow you to spot when any habits which they begin to
show are more sinister than a simple phase.
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Activity 4A
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4.2 – Ensure safe areas and encouragement is provided for babies to practice
rolling over, sitting, crawling and walking
 Identify a range of ways to ensure that areas are safe and that encouragement is
provided to babies practising how to roll over, sit, crawl and walk.
Providing safe areas and encouragement for physical activity

The first stages of physical development are detrimental to babies, and you will want to encourage their
natural movements as much as possible. Physical activity helps to develop the baby’s coordination as
they begin to shake off the instincts which they are born with and, eventually, their movements will
transform into intentional, thought-filled actions.
Babies in your care may be at different stages of their development, for example, some may still be
learning to hold up their heads, whilst some may be well on their way to walking independently.
Whatever stage they are at, you will need to ensure that they are provided with a safe and encouraging
environment in which they can fully explore and continue to develop.
Ways to ensure that an area is safe

include:
 Remove any furniture which babies
could bang into or pull over – for
example, units with sharp corners or
book shelves which could be pulled
down
 Use a rug or a blanket on the floor –

this will prevent the baby from
slipping whilst walking/crawling and
also make it more comfortable to
roll/sit on
 Stay with the baby – this will prevent

any accidents from occurring and you
can also assist the baby in activities such as holding their hands whilst they walk.
Ways to provide encouragement include:

 Provide opportunities to play on their back, belly and both sides – depending on which
stage the baby is at, allowing them to explore all sides will encourage them to roll and
to crawl whilst strengthening the muscles on all four sides of their bodies
 Give them the opportunity to belly crawl – often this can seem a harsh way to make
babies learn as they appear to struggle and can often end up just staring at the floor!
However, belly crawling provides the baby with an opportunity to practice coordinating
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their arms and legs to move forward. Little and often is good practice here to avoid the
baby becoming agitated
 Allow them to explore in a completely free zone – remove all potential of danger in an
efficient amount of space. This can be done by creating barricades with pillows, for
example. Creating a designated ‘safe space’ will allow the baby freedom to move
around independently without being moved back to safety, helping to encourage their
natural mobility skills
 Verbally praise them – no matter what age we are, verbal praise seems to always lift
our spirits and encourage us to continue trying to succeed. Speaking to the baby and
encouraging them in what they are doing, whether that be rolling, crawling or walking,
will inspire them to keep on.
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Activity 4B
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4.3 – Supervise closely when babies and toddlers are in situations that present a
higher risk of injury
 Identify the benefits of supervision
 List a range of high-risk situations which will require close supervision.
The importance of supervision

Children of all ages are naturally curious and this behaviour should be encouraged throughout their
development. However, due to their lack of ability to understand the concept of danger, children need a
second pair of eyes to prevent them from getting into dangerous situations.
Whilst an area may seem safe and accident-friendly, incidents can happen in a millisecond where babies
and toddlers are concerned! They have an amazing talent of seeking out the dangers which you were
sure you covered with effective safety control measures. Luckily, most accidents can be prevented by
simply supervising children throughout their endeavours. Supervision sounds much more formal than it
needs to. All that is required is for you to sit with the child whilst they go on exploring and intervene if
you spot something which could potentially be a problem.
Supervision also has a number of benefits aside from preventing danger:

 Allows you time to bond with the children
and understand their personalities better
 Allows you to see their capabilities – this

can enable you to improve your safety
methods, for example, observing how far
a baby can reach will allow you to remove
everything within this space next time
around
 Puts you in an effective position to be

there immediately should something go
wrong or the child finds themselves in any
compromising situation.
High-risk situations
You should be on top of safety procedures at all times during your working practice, but there are some
particular situations that will require more intense awareness due to the heightened risk of injury or
harm.
For example, particular high-risk situations may include:

 Being around water – children, especially babies can drown in a very small amount of
water. In no circumstances should they be left unsupervised during any contact with
water
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 Being outside – whilst the hazards are often similar in outside and indoor play areas,
incidents such as slips or falls can be much more damaging outside
 During eating – eating is always a choking

hazard for babies and toddlers who feed
themselves and you should supervise them
throughout
 Being around household objects such as

heavy furniture or loose wires – household
incidents are the most common when it
comes to babies and toddlers. Whilst your
organisation is likely to be very child-friendly,
children can find hazards which you had never
even thought of. Keeping a close eye on them
at all times will allow you to keep on top of what they are up to and react quickly if
anything should happen.
The specific situations that you will deal with on a daily basis will depend on your particular
environment and the care which you provide. For example, you may need to consider different factors if
you are caring for babies and toddlers overnight.
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Activity 4C
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4.4 – Ensure babies and toddlers can safely explore their environment with their
hands, mouths and bodies
 Explain how effective infection control helps to ensure that babies and toddlers can
safely explore their environment.
Exploring the environment safely

As mentioned in the previous chapter, all children are naturally curious. You will need to ensure that
your working space is a safe and clean environment for children to put their curiosity into practice.
A good way to make sure that the area is safe and clean is to look at it from a child’s eye view. Get
yourself to their height and walk/crawl around this space. This will allow you to see the space exactly as
they will and you may notice hazards which you missed whilst standing up. The key thing to look for to
ensure safety is anything which children can bang into or pull onto them. You should try to avoid
allowing children to roam in areas where there are heavy
pieces of furniture, for example.
Some toys which children play with may also become an

issue. It is common behaviour for children to express their
curiosity by putting things into their mouths. Whilst this is
entirely natural, certain objects have the potential to
become a choking hazard. If children have toys around
them, ensure that you are consistently supervising them
throughout their playtime and minimise the amount of
smaller toys which could become a hazard.
Infection control
To ensure that the area is safe for babies and toddlers to explore with their hands and mouths, you
should be practising effective infection control. Effective infection control should allow for children to
touch and taste things during their explorations without being vulnerable to infections caused by
bacteria or germs.
Some ways to ensure that areas are free of potential infection include:
 Ensuring that all areas are cleaned regularly and efficiently using relevant equipment
and solutions
 Preventing the admission of children and staff with illnesses into the vicinity
 Consistent hand washing practices for both children and workers, for example, before
and after eating, after using the toilet and after nappy changes
 Keeping toys and equipment clean
 Hygienic practices throughout nappy changes and toilet learning.
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Your organisation is likely to have specific infection control procedures in place which you should be
following throughout your working practices. These may be displayed in common areas such as staff
rooms, kitchens or nappy changing areas, for example.
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Activity 4D
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4.5 – Keep up-to-date with children’s immunisation status and recommended

immunisation schedule
 Explain why it is important to be aware of the immunisation status of children in their

care
 Access information from the National Immunisation Program Schedule.
Immunisation status
Immunisation is an important part of minimising the spread of infections among babies and toddlers,
particularly in a care setting when children are in regular contact with each other.
Working with children of a variety of ages means that they will be at different stages of their
immunisation journey. You will need to be aware of what infections and illnesses children are still
vulnerable to so that you can take the relevant steps to protect their safety as well as your own.
Record keeping
The best way to keep on top of each child’s immunisation status is to maintain effective records which
provide up-to-date details of the injections each child has had. You will need to communicate with
families on a regular basis to gain this information. Your organisation may require an official record of
immunisation, issued by a recognised immunisation provider,
which the family of the child will need to provide before their
child is allowed to be cared for around other children.
Immunisation schedule
You can help families to keep on top of immunisation by
becoming familiar with the ages when specific injections are
due, and providing prompts to encourage them to visit a
recognised immunisation provider. For example, Australian
Government outlines a National Immunisation Program
Schedule which can be found here:
(Australian Government Department of Health, Immunise Australia Program:

http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/Home Accessed
14/04/17)
Be aware that specific immunisation schedules may differ depending on the jurisdiction which you are
based in. You should check with your organisation before you offer any advice or provide any
information to families about necessary immunisation.
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Activity 4E
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5. Develop relationships with babies and toddlers

5.1. Provide predictable personal care routines that are rich and enjoyable
5.2. Respond to babies and toddlers when they practice language by repeating words, sounds and
gestures that children use
5.3. Describe objects or events and talk about routine activities with babies and toddlers
5.4. Initiate one-to-one interactions with babies and toddlers during daily routines and add to
interactions initiated by babies and toddlers
5.5. Use a favourite toy or comfort item brought from home to assist babies and toddlers
5.6. Provide babies and toddlers with many opportunities to experience relaxed and physical contact
5.7. Respond positively to babies’ and toddlers’ exploratory behaviour
5.8. Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and
provide physical comfort as appropriate
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5.1 – Provide predictable personal care routines that are rich and enjoyable
 Identify ways to promote an enjoyable and rich routine for a range of personal care
tasks including:
o bathing
o brushing teeth
o sleeping
o toileting.
Personal care routines

Whilst children are in your care, you are likely to be required to carry out personal care tasks such as
bathing and brushing teeth. Personal care might also include things such as sleeping and toileting which
have both been discussed in previous chapters. Throughout these tasks, you should be aiming to ensure
that the child feels comfortable and safe; the best way to do this is to create a routine. A routine will
allow a child to feel secure by teaching them what the process entails, what you will be doing, and what
is expected from them.
Making routines rich and enjoyable

Making routines enjoyable for children will increase their engagement and participation in the task, as
well as make their time with you valuable and positive. For each of the four personal care tasks
mentioned above (bathing, brushing teeth, sleeping, and toileting) there are a range of ways to make
them more enjoyable.
Bathing
By nature, some babies and toddlers will love the bath
time process, being in the warm water can be fun and
relaxing. However, some children will hate the process
altogether and this can turn bath time into a nightmare for
everyone involved. You should be focusing primarily on
providing safety and comfort, so whilst they may not enjoy
bath time, children should not feel uncomfortable or
insecure at any stage.
There are a few things which you can do

to make bath time more enjoyable:
 Provide distractions – as mentioned, some babies and toddlers will completely dislike
bath time and a good way to take their mind off what is happening is to provide them
with something to interact with. This might include toys or a cup to gather the water in
 Use a bath pillow – this is a good tool to make bath time more comfortable for babies
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 Engage – whilst often you will just want to get the job done (particularly if the child
dislikes it) engaging and trying to convince the child that the experience isn’t so bad
can often be enough to sway their mind
 Keep the water warm! – nobody likes to be in cold water and babies and toddlers are
no different. Just make sure that the water is not too hot.
Brushing teeth
Brushing teeth tends to be a difficult task to get children to enjoy and gain a positive experience from.
However, a routine for teeth brushing is really important to help fight tooth decay and promote good
oral hygiene from a young age.
Some ways to help children engage

positively with brushing teeth include:
 Set specific times for when brushing
teeth should occur and stick to this –
this is usually morning and night time
 Use a fun toothbrush – a toothbrush

with a child’s favourite cartoon
character on can be a great way to
engage them in the process
 Provide rewards – for example,

stickers.
Sleeping
Having a consistent sleeping routine is essential for children to maintain productive energy levels and
promote healthy development. Having a routine will also enable the child to make associations between
particular activities and bedtime.
Ways to promote a rich and enjoyable sleeping routine include:

 Bring in home comforts – items such as blankets or pillows from home can make
sleeping in a strange environment more comfortable for children
 Play soft music and/or provide soft lighting – this can encourage relaxation and
‘downtime’
 Give a warning – provide notice that nap/bedtime is approaching. You might want to
consider something which comes after the warning, such as changing into bedtime
clothing to reinforce that sleep time is approaching and encourage the child to relax.
Toileting
Whilst toileting activities are, of course, based on natural behaviours which cannot be structured or
predictable, encouraging toileting routines can enable the child to better understand their own bodies
until they are completely ready to judge when they need to go by themselves.
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There are a few things which you can do to encourage a toileting routine and make it
a more pleasurable experience for both babies and toddlers:
 Encourage toilet trained children to go to the toilet at specific set times during the day
– for example, when waking up in the morning, before and after nap time, before
mealtimes, and before bedtime
 Provide distractions for nappy changes –

toys and rattles are a good way to prevent
babies from becoming irritated or overly
wriggly whilst you try to change them
 Let toddlers hold toys or books whilst they

use the toilet – this might also be useful
for toilet training
 Repeat the same process each time a child

uses the toilet – repeating the same
routine will familiarise the child with the
process and will make them feel more
comfortable with what is happening.
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Activity 5A
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5.2 – Respond to babies and toddlers when they practice language by repeating
words, sounds and gestures that children use
5.3 – Describe objects or events and talk about routine activities with babies
and toddlers
 Explain how responding to and repeating babies and toddlers can help to improve their
language and communication skills
 Explain why describing objects and activities which babies and toddlers experience
regularly can help to encourage their language and communication skills.
Responding to babies and toddlers practising language

Language development is a continuing process from birth, throughout the child’s early years, and
throughout the rest of their lives. During the early stages of a child’s life, they are able to understand a
lot more than what they are able to say. For this reason, you should be aiming to encourage healthy
language and communication development from a really young age.
Talking to the child

Many people like to talk to their babies from the day
they are born. This can be a useful practice as babies
will begin to familiarise themselves with the sounds
and noises which they want to replicate. If you do
choose to talk to babies, you should be trying to
communicate with the child as though they are a talker
themselves. This will promote natural communication
techniques by encouraging them to respond to you
and will also begin to familiarise them with certain
words and phrases as they develop their language
skills. When babies respond to your talking in babbling
sounds and noises – respond in the same way! Whilst
this may seem silly at first, you will normally find that
the child will continue to respond and this is a great way to promote natural interaction.
Responding to the child

Responding to babies and toddlers when they are communicating with you should include language but
also gestures too. For example, if a child shakes their head, respond to them as if they have said the
word ‘no’. This will show the child that their gesture has meaning and will encourage them to continue
to communicate in any way they can.
Describing objects and routine activities

A good way to promote conversation and language development with babies and toddlers is to describe
the things around them and the things they do. This will give them a chance to relate words to certain
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things, even if they don’t yet have the ability to say these words themselves. Try to focus on things that
they are often in contact with or routine activities which form a large part of their day. Focusing on
these things will allow you to repeat words often and the baby will hopefully become familiar with
these.
For example, you might want to describe objects or events such as:
 The toys they play with
 The clothes they wear
 The names of people around them
 The nappy changing process
 Bath time
 Feeding time.
Brain development
Learning to communicate is a huge part of the brain
development of babies and toddlers, so it is important
that you are engaging with them on a regular basis and
encourage them to communicate, no matter what stage
they are at.
Other ways to promote brain

development include:
 Healthy eating
 Physical activity
 Playtime
 Relationships with others.
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Activity 5B
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5.4 – Initiate one-to-one interactions with babies and toddlers during daily
routines and add to interactions initiated by babies and toddlers
 Explain how one-to-one interactions help to establish and maintain a positive

relationship
 Identify ways to initiate one-to-one interaction
 Identify methods for adding to interactions initiated by babies and toddlers.
Initiate one-to-one interaction

Establishing and maintaining a relationship with the
children you care for is a really important part of your
role. Often enough, the relationships which babies and
toddlers have will be limited to family members and
caregivers, so you will be a huge part of their social and
emotional development. In order to establish and
maintain a positive relationship, you should be looking
to engage in one-to-one interactions on a regular basis.
One-to-one interactions will include spending time
alone with a child.
Spending time alone with a child doesn’t necessarily

have to be over a prolonged period of time;
understandably, you will be caring for a number of
children and may not have the time to invest long
portions of your day to one child alone. Daily routines are a perfect chance to facilitate one-to-one
interaction between you and the child. Activities such as nappy changes, toileting, feeding and eating,
play times and preparing for nap/sleep time provide time for you to bond and interact positively on a
one-to-one basis.
Some ways to initiate one-to-one interaction throughout daily tasks include:

 Asking questions – for children who are old enough to interact with you verbally, asking
them questions is a good way to begin a conversation and get to know them a little
better
 Eye contact – this is a good technique when dealing with babies who have limited
interaction skills. Initiating eye contact during tasks such as feeding can help to
promote a bond
 Physical contact – this can be something as simple as a baby touching your arm whilst
you are bathing them, or a toddler holding your hand whilst you walk them to the
bathroom. Physical contact is an effective way to strengthen the relationship between
you and the children you care for.
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Add to interactions initiated by babies and toddlers

Once you have established a relationship with a child, it is likely that you will find them taking the first
step to interacting with you. This may be babbling noises or reaching out from a baby, or a toddler
coming to sit next to you. When children do take the first steps to interaction, you should ensure that
your reactions are always positive, and that you invest time in responding to them. Ignoring their efforts
of interaction could provide a negative outlook on their communication, and could impact on their
development if they are continuously ignored.
There are a few things that you can do to ensure that you are adding to interactions:
 Answer any questions – responding to
questions is a great way to encourage
positive interactions with children
 Allow children to join in with your

activities – if children are interested in
the things you are doing, allow them
to join in wherever possible. This
might include things such as tidying
up or setting tables for eating.
Allowing them to join in with you will
feed their curiosity and will also
provide you with a chance to spend
some time together
 Respond to baby talk – as mentioned

in a previous chapter, responding to baby babble will encourage babies to continue
communicating with you
 Practice baby signing – this is a method of communication used to encourage babies to

indicate their basic needs and feeling. It mainly consists of hand gestures, movements,
and shapes.
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Activity 5C
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5.5 – Use a favourite toy or comfort item brought from home to assist babies
and toddlers
 Explain how a comfort item can be useful for babies and toddlers in the care
environment
 Identify a range of steps which can be taken to increase a child’s sense of stability and
security.
The importance of comfort items

When babies and toddlers are taken out of their home environment, they may experience an array of
negative emotions such as sadness, fear, and anxiety. Experiencing these emotions is not out of the
ordinary, but it is something that you want to try and ease as much as possible.
A good way to help children who may be feeling sad,

frightened or anxious is to provide them with an
object which they associate with home. Objects may
include toys, blankets or an item of clothing, for
example. A huge part of a child’s livelihood is feeling
secure and safe and something which reminds them
of home, or a significant family member, a parent,
for example, can be a way to comfort them when
they are feeling sad, and help them to settle into the
care environment.
It is important that you acknowledge that comfort

items are not just for shy or quiet children.
Sometimes the most confident of children actually
find their confidence within these items, and should
they be forgotten or lost, you will see their sense of self completely change. You should show children
that you respect them and their items to ensure that they feel comfortable, confident and safe.
Disagreement with comfort items

Some families may be against the idea of their child having a comfort item. It can build an unnecessary
attachment and whilst most children will grow of this, families may fear that it will be an ongoing
situation. There may also be a fear of the item getting lost and all hell breaking loose! You should
respect the decisions of families and try to find an alternative way to comfort the child. For example, if
the child is able to speak, you could speak to them about why they are feeling sad and try to comfort
them verbally.
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Attachment theory
Attachment theory refers to the individual’s ability to form a strong emotional and physical attachment
to another person. This attachment is relied on to produce a sense of stability and security and will form
as a ‘safety net’ through which the person will build and develop themselves.
Attachment theory is relevant to your work as you may find that children completely crumble once they
are removed from a certain caregiver, for example, a parent. If this happens, you should be looking for
ways to increase the child’s sense of stability and security away from the significant person. A comfort
item from home is a great way to do this, but there are also other steps which you can take if this is not
a preferred method.
For example:
 Try to strengthen the relationship
between yourself and the child –
whilst this may seem like you are just
shifting the attachment, showing
children that they can have a bond
with a number of people will help to
encourage them to rely less on one
person
 Provide distractions – engage with

babies and toddlers by playing games,
providing them with different toys,
and encouraging them to engage with
each other when they are able to
 Talk to the child – if they are old enough to communicate, utilise this! Sit down and talk
to them, acknowledge that you understand their sadness and try to encourage them to
discuss this with you
 Talk to the families – families may have developed their own techniques for dealing
with separation anxiety which they can share with you, or you may be able to work
together to try to alleviate this overtime.
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Activity 5D
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5.6 – Provide babies and toddlers with many opportunities to experience

relaxed and physical contact
 Identify how relaxed and physical contact can be incorporated into everyday working
practice.
Providing opportunities for relaxed and physical contact

Research shows that physical contact can be a huge contributor to promoting behavioural, emotional
and social development. To provide a quality childcare environment, children should be provided with
regular opportunities to experience physical contact with their caregiver. The best way to do this is to
try and incorporate relaxed and physical contact into routine activities.
For example, physical contact with babies and toddlers may be encouraged:
 By holding babies whilst feeding – for young babies, the warmth and comfort of holding
them whilst they feed will encourage them to feel relaxed and safe. This is also a great
opportunity to bond with a baby if they are new to your care
 During nappy changes – nappy changes can be tedious, but there is always an
opportunity to encourage some bonding. Contact such
as a leg message during a nappy change can encourage
relaxation whilst also encouraging their mental, social
and physical development
 During bathing – babies will often like to hold onto you

whilst you bathe them, for example, keeping a hand on
your arm
 Interaction during playtime – this is possibly the most

effective way to encourage relaxed and physical contact
as it is when most babies and toddlers feel most free
and creative. Engage with children and join in where
ever you can
 Holding hands throughout tasks – for toddlers and

babies who are new to walking, holding hands and
assisting them throughout general activities is a good
chance to engage in physical contact whilst also
building a sense of trust.
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Activity 5E
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5.7 – Respond positively to babies’ and toddlers’ exploratory behaviour

 Explain why it is important to respond to positively to the explorative behaviour of

babies and toddlers
 Identify ways to encourage exploration within the care setting.
Responding positively to exploratory behaviour

It has been mentioned throughout that all children are
naturally curious. That means that they love to explore
and will be fascinated by almost everything! It is really
important that you respond positively to this behaviour
and show enthusiasm towards their curiosity. Exploring is
how they learn about everything; it’s a completely
different feeling to look at something than it is to hold it in
your hand. Allowing exploration is also a good way to
ensure that children are getting the physical activity which
they need.
You can encourage exploration by:

 Providing mirrors – setting up a secure
mirror will allow babies and toddlers to
explore their own faces
 Providing tactile toys – babies and toddlers will enjoy toys made out of different fabrics
and textures which they can touch and explore
 Allow climbing – simple things such as being allowed to climb staircases can be
stimulating for children and allow them to develop their coordination. Of course,
ensure that you are supervising and replace any baby gates once you are finished.
Ensuring a positive response

When you are supervising babies and toddlers as they roam and explore their surroundings, it can be
easy to respond negatively when they get themselves into danger or do something which they
shouldn’t. However, responding in a negative way may cause children to feel less inclined to carry out
their instinctual explorations and could potentially affect their development in the long run.
That is not to say that children shouldn’t be learning what is right and wrong, but they shouldn’t be
punished for things that they do not understand they are doing. For example, if a baby is crawling and
tries to stand using something which is unbalanced and could fall onto them, they should not be
shouted at but rather moved from the situation quickly and calmly. This was a hazard which you should
have spotted beforehand, rather than something which the baby should have perceived as unsafe, so it
would be unfair to react negatively to their attempt to stand.
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Activity 5F
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5.8 – Closely monitor babies and toddlers for signs of hunger, distress, pain and
tiredness, and provide physical comfort as appropriate
 Identify behaviours which indicate that a child is feeling hungry, distressed, in pain or
tired
 Identify how to provide physical comfort to a child in an appropriate manner.
Monitoring babies and toddlers

Throughout your role, you should be looking for signs that the children in your care require your
assistance in some way. As the title of this section suggests, the main things to look for are hunger,
distress, pain and tiredness. In order to do identify these
things, you will need to closely monitor babies and toddlers.
Closely monitoring does not have to mean never taking your
eyes off a child. Not only will this prevent you from going
about your working day, it could be seriously uncomfortable
for the child! Imagine a pair of eyes following you throughout
everything you do…
In order to monitor children successfully, you should try to

become familiar with their normal behaviours, attitudes, and
personalities. This will enable you to spot things which are out
of the ordinary even when you are not provided with clear
signs, such as crying.
You may be able to identify signs of hunger, distress, pain and tiredness through
behaviours such as:
 Crying – this is a tell-tale sign that something is bothering babies and toddlers alike.
There are many different types of crying, for example, a cry of pain will be more like a
shrill, whereas a moany-whingy cry may indicate that a child is feeling unwell or is
bored. Getting to know the child better will allow you to identify the meaning of their
cries, almost as if they are speaking to you!
 A loss of interest in activity – this counts for babies and toddlers. If they do not seem
their usual playful selves, it usually suggests that something is wrong
 Rubbing eyes – this often indicates tiredness for most children
 Squirming – babies will often squirm and wriggle when something is bothering them
 Change in sleeping/eating patterns – similarly to a loss of interest in activity, different

patterns of sleeping and eating could indicate that something is wrong
 Increased emotions – for example, being withdrawn or overly clingy may mean that
children are feeling sad or down or are tired
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 Agitation – showing signs of a short temper or frustration is often a child telling you
that they are tired
 Increased bowel movement – a change in toileting habits may link to stress, for
example.
Provide physical comfort

After putting practical measures in place, for
example, feeding and putting children down for
sleep; it might be a good idea to provide physical
comfort to the child if you continue to notice that
something is wrong. Providing physical comfort can
help to relax the child by providing a sense of
protection and safety.
Physical comfort can be in whatever form you and

the child feel comfortable with. For example,
cuddling babies and holding them close to you will
often help them to calm down and relax. For
toddlers, some may like to cuddle or be carried,
whilst others may prefer to just sit close to you
whilst they are feeling unwell or distressed. You will
need to be able to identify the cues of different
children and respond to them accordingly.
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Activity 5G
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6. Develop relationships with babies and toddlers

6.1. Gather information from the family to assist in the transition from home to care
6.2. Assist in the transition from home to care
6.3. Communicate daily with families about their child
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6.1 – Gather information from the family to assist in the transition from home
to care
6.2 – Assist in the transition from home to care

 Identify ways to encourage families to share information
 Outline and explain three different strategies which aim to make the transition from
home to care a comfortable and safe process for babies and toddlers.
Gather information from families

The family of the child will always be the best source
of information for you; they know their child better
than anyone. Therefore, their knowledge, skills,
expertise and aspects of family life and culture are
beneficial to you as a service provider. You should be
aiming to provide the best possible environment for
each child. This can be achieved by developing a
relationship with each child’s family and gaining a full
understanding of the child as an individual. By
developing a relationship with them, families will feel
valued and assured that the individual needs of their
child are being recognised and supported.
Gaining relevant information

Families may not always be aware of the information
that you need; it is your responsibility to find out what you need to know. Respectfully ask them about
their child and the family as a whole. Families should be encouraged to share any details that can help
you to give their child a better experience as they transition between the care setting and their home
lives. Gather as much information as you can. Take a moment to think about your current workplace.
How do currently gather information? Can you think of a better way to do so?
Families should be encouraged to share information right from the start and throughout the use of your
service. Think about holding an initial meeting for the children’s families. This will allow you to discover
information about the child’s home life and incorporate relevant techniques to ease the transition from
the offset.
As well as meetings, other ways to encourage families to share information may

include:
 Asking them to fill in a form/questionnaire
 Creating a forum to chat to families informally
 Visiting homes (where appropriate)
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 Creating a notice board where families can add information about themselves.
Vulnerable groups
Whilst the transition from home to care can be a daunting and difficult process for all children, the
transition may be more challenging for specific groups within Australia. This is usually down to a lack of
preparation for the transition. You should be aware of the particular difficulties that these children may
face during their transition, and seek strategies which aim to improve their experience.
The transition may be more difficult for children from the following groups:
 Financially disadvantaged families
 Indigenous families
 Families with children who have a disability
 Culturally and linguistically diverse families.
(Australian Institute of Family Studies, Promoting positive education and care transitions for children:
https://aifs.gov.au/cfca/publications/promoting-positive-education-and-care-transitions-children
Accessed 14/04/17)
Of course, not all children from those groups will find the transition more difficult than others, and
children from outside these groups may find the transition equally challenging. A child’s ability to
transition successfully will largely be down to their personal attributes, for example, their temperament
and their personality.
Assisting in the transition from home to care

Once you have gathered the relevant information,
you will need to put strategies in place which aim to
encourage children to feel safe and comfortable in
their transition to care.
For example, strategies might

include:
 Develop your relationship with the
child – both babies and toddlers will
feel more comfortable and settled
when they become familiar with
someone, we’ve all seen babies
reaching out to their parents when
in the arms of an unfamiliar family
member! Spend some quality time with them whenever you can to develop the
relationship and help them to feel familiar with you
 Assist in their understanding of the transition – for children who are old enough to
understand, talking to them about what is happening can really help to ease their fears.
Telling them that they will be seeing their families at the end of the day, or whenever
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this may be, will give them a target and reinforce that this transition is not a permanent
move from home
 Provide them with distractions on arrival – this may include playing games or providing
them with toys. It might also be a good idea to decorate the room(s) in a fun way to
encourage the child to feel comfortable within the vicinity
 Make the day more interesting – filling the time

with fun activities and keeping babies and
toddlers stimulated will help the time to go
quicker and will also provide them with a
distraction
 Ensure that you are providing consistent,

positive care – being a constant source of
positivity for both babies and toddlers will help
to provide them with a positive image of you
and, eventually, they will look forward to
spending time with you.
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Activity 6A
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6.3 – Communicate daily with families about their child

 Identify appropriate and inappropriate methods of communication for daily contact

with families
 Explain why it is important to communicate with families on a daily basis.
The importance of regular communication

Throughout your role, it is important that you keep the
families up-to-date on their child’s progress within your care.
Daily contact will lead to better outcomes for the children and
will also enable you and the family to work together to provide
the best possible care for the child in a manner which is
appropriate for them specifically.
The types of information you will be sharing on a daily basis

will depend on the progress of the child and how they are
behaving within your care. For the most part, daily
communication will usually be to reassure the families that the
child is progressing well and is settling in. However, sometimes
you may find that you need to communicate regularly with families because the child is struggling to
settle or is experiencing other problems. It might be a good idea to take notes throughout the duration
of the child being under your supervision, focusing on things that the families may be interested to
know. Families will want to know everything about their child. From new friends they have made, to
new foods they have tried; families want to know. Don’t be discouraged from providing information
which seems irrelevant, small snippets of a child’s day will let families know that they are behaving in a
regular way, and can often help to reassure any worries which they may have whilst they are away from
their child.
As well as sharing information with families, you will want them to share the things that are happening
at home too. You need to know what’s going on at home and what the child is achieving outside your
service. This way, you can continue this when they are with you. For example, if a child is learning
something new at home in a particular way, you can try and incorporate this into the daily activities
within your service.
Appropriate methods of communication

When communicating on a daily basis, you will need to consider which methods of communication are
appropriate.
As mentioned earlier, methods of communication might include:

 Face to face
 Telephone
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 Text message
 Email
 Social media.
Whilst all methods of communication are valuable, some

will not be the best option for daily contact. For example,
email may not be sufficient if this is not checked on a
regular basis by the family member. Alternatively, face to
face and telephone communication will provide you with
instant and direct contact without having to wait for a
reply or worrying about whether it has been received.
Always remember that the child’s best interests should be

at the heart of everything you do.
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Activity 6B
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
 Skills Activity
 Knowledge Activity
 Performance Activity.
This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!
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References
These suggested references are for further reading and do not necessarily represent the contents of
this unit.
Websites
Adapting practices during nappy changes/toileting - http://ccccnsw.org.au/wp-content/uploads/nappy-
change.pdf
Approved standards for cots/bedding/equipment -

https://www.productsafety.gov.au/standards/household-cots
Children’s Health and Safety: http://www.acecqa.gov.au/Childrens-health-and-safety
Feeding babies and food safety:

http://www.sahealth.sa.gov.au/wps/wcm/connect/5514158047d940a7ac79adfc651ee2b2/
Feeding+babies+and+food+safety+Fact+Sheet.pdf?MOD=AJPERES
Hygiene during nappy changes –

https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch43poster2.pdf
Immunise Australia Program: http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/

Content/Home
Nappy change: http://ccccnsw.org.au/wp-content/uploads/nappy-change.pdf
National Immunisation Program Schedule -

http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/national-
immunisation-program-schedule
Positive toileting and nappy changing:

http://ncac.acecqa.gov.au/educator-resources/factsheets/fdcqa_factsheet_16_toileting_and_nappy_ch
anging.pdf
Promoting positive education and care transitions for children:

https://aifs.gov.au/cfca/publications/promoting-positive-education-and-care-transitions-children
Preparing food - http://articles.extension.org/pages/25761/food-safety-guidelines-for-child-care-

programs
Sudden Infant Death Syndrome (SIDS): https://www.healthdirect.gov.au/sudden-infant-death-

syndrome-sids)
Transitioning from home to care - https://aifs.gov.au/cfca/publications/promoting-positive-education-

and-care-transitions-children
All references accessed on and correct as of 14/04/17, unless other otherwise stated.
Version 1.3 11/10/2017

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CHCECE005

Provide care for babies and

Practising good hygiene during nappy changes................................................................................34

Preparing other food.........................................................................................................................60

Describing objects and routine activities...........................................................................................82

Unit Mapping Information

2. Provide positive 2.1 Change nappies using appropriate hygiene practices

Element Performance Criteria

o assessing and responding appropriately to babies’ needs, including hunger, distress,

o setting up a safe environment conducive to rest

o cleaning equipment and utensils

o responding appropriately to babies’ and toddlers’ cues and language

o initiating and modelling language with babies and toddlers

o providing stimulating environments that support skill development

o modifying the environment and interactions to support babies/toddlers changing

o encouraging their attempts to gain new skills

o providing opportunities to develop self- knowledge and awareness

o contributing to their emotional and psychological well-being

o the National Quality Framework

o the National Quality Standards

o the relevant approved learning framework

 Individual patterns and routines of babies and toddlers

 Appropriate interactions with babies and toddlers, including:

o signs of stress, distress or pain in babies and toddlers

o social development of babies and toddlers

 Dietary requirements and nutritional needs of babies and toddlers

 Food safety guidelines

 Guidelines for infection control

 Safe and unsafe practices for working with babies

 Emotional, physical and language development of babies and toddlers

 Sudden Infant Death Syndrome

 United Nations Convention on the Rights of the Child

 Brain development in babies and toddlers

 Organisational standards, policies and procedures.

Skills must be demonstrated in a regulated education and care service.

Assessment must ensure use of:

 National Quality Framework for Early Childhood Education and Care

Assessment must involve:

Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

Companion Volume implementation guides are found in VETNet -

National Quality Framework for Early Childhood Education

The NQF applies to most of the

 Family day care

 Outside school hours care.

The need for a national approach is to ensure

The NQF is comprised of three elements:

 National legislative framework that provides a consistent approach to the regulation

National Quality Standard

The seven areas of assessment are:

 Children’s health and safety

 Relationships with children

 Collaborative partnerships with families and

 Leadership and service management.

 Exceeding National Quality Standard

 Meeting National Quality Standard

 Working Towards National Quality Standard

 Significant Improvement Required.

Belonging, Being and Becoming can be found at: http://education.gov.au/early-years-learning-

My Time, Our Place can be found at: http://education.gov.au/my-time-our-place-framework-school-