CHCECE002 | Ensure the Health and Safety of Children | Health

Section 1

This section gives you an overview of the skills and knowledge that you require to show in the tasks of this assessment. It also provides you the information about the assessment conditions, the covered topics in this unit.

This unit covered the following topics:

a. Supporting each child’s health requirements
b. Giving opportunities to meet each and every child’s need for rest, sleep and relaxation
c. Applying effective hygiene and health practices
d. Minimizing risks
e. Directing children to ensure safety
f. Contributing to the current management of asthma
g. Contributing to the current management of allergies

Section 2

This section includes questions, case studies, and work-based activities. You need to meet the requirements as detailed in section 1.

Challenges students may face in completing this assessment:

Students may face different problems while completing this assessment like:

Deficiency of time
Lack of academic writing skills
Making appropriate reference list

Such students can take help and required guidance from our subject experts and enhance their grades.

This section contains 9 tasks. Those are:

Task 1 (Supporting each child’s health needs)

Objective

                                                                    

This task activity is designed to evaluate your knowledge and skills in helping each child’s health requirements.

To complete this task you need to answer the following questions based on a scenario:

1. What are two questions you might ask Amelia about Keir’s medication?
2. What are two questions you might ask that would help you to understand and manage Keir’s asthma?
3. Who else should be informed regarding the requirements and management of Keir’s asthma?
4. Where do you store this health need?
5. How do you ensure the medication record and verbal information is kept confidential?
6. Look at the labels on asthma medication and answer the following questions.

a. Where should this medication be stored? Why?
b. What is the use-by date of this medication?
c. What indicates that this medication is in its original packaging?
d. Does the medication display the correct child’s name?

7. Does the medication display the correct child’

Medication Record
Child’s Name:
Time medication is to be administered	Dosage	Method
Name of Educator Administering:
Name of witness:

Task 2 (Providing opportunities to meet each child’s need for sleep, rest and relaxation)

Objective

This task is designed to evaluate your understanding in giving opportunities to meet out each child’s requirement for rest, sleep, and relaxation.

To complete this task, you require to:

a. Evaluate to a child’s service environment
b. Consider policies and processes of your service and the standards and regulations that support your service.
c. Answer the following questions

1. Complete the following tasks.

a. Explain how your set-up meets the policies and procedures of your service.
b. Explain how your set-up reflects the following regulations and elements:

Education and Care Services National Regulation 81, and also implements an environment that supports children who do not require a sleep but still require rest and relaxation.
National Quality Standard Element 2.1.2
National Quality Standard Element 2.1.3

2. Ask your supervisor for feedback and recommendations on how you arranged the sleeping, resting and a quiet activity/relaxation area.  Record the feedback and recommendations on how you can improve. What would you do if a child required privacy when it came to undressing to sleep?

3. Speak to a parent about their child relating to their sleep, rest or relaxation. Gain supervisor support if required.

a. Document what you told the parent about their child’s sleep, rest and/or relaxation during the day?
b. Ask the parent what the child would normally wear to bed in the home environment. In your service, what are the expected dress requirements? Explain the similarities and differences.
c. Ask the parent about the space their child sleeps in at home. Particularly ask about light, noise, temperature, and ventilation. Consider the service health and safety policies and needs of the children. Compare the two sleep spaces and explain the similarities and differences.

Task 3 (Implementing effective hygiene and health practices)

Objective

This task is aimed to evaluate your skills and knowledge in executing effective hygiene and health practices.

To complete this task you need to answer the following questions:

1. Create a fact sheet about cough/sneeze etiquette that is suitable for use when discussing hygiene issues with children. Include images or diagrams, the actions that children should take and how you can provide assistance to the children.
2. Create a fact sheet regarding toy and equipment hygiene. You should include information on how to manage toys that have been mouthed and how to manage wet play areas. You may use images and diagrams to complement the information.
3. Create a warning notice about conjunctivitis. Refer to the warning notice regarding chickenpox in section 3B and use a similar format. Include the following:

The symptoms
The treatment
How to control the spread of conjunctivitis
What to do if the parent suspects their child has conjunctivitis
Exclusion criteria from the service
How long the child will be excluded for
Any other important information

4. A child in your service has sustained a head injury. Outline what you would do to respond to this incident.
5. Locate or create a song, poem or story that could help you explain oral health to children. Explain how you would use this resource to discuss and support children’s hygiene practices.

Task 4 (Supervising children to ensure safety)

Objectives

This task is designed to evaluate your knowledge and skills in supervising children to ensure safety.

To complete this assessment you need to:

Evaluate to an environment of children services
Answer the following questions

1. Draw and submit the floor plan for your service. Include the indoor and outdoor play spaces you work within.

a. What is the maximum number of children cared for in the indoor space?
b. What are the ages of the children cared for in the indoor space?
c. Put two crosses on the indoor floor plan showing positions that enable you to see the children clearly during supervision.

Note:Student will need to add this file as an attachment

d. Put two crosses on the outdoor floor plan showing positions that enable you to see the children clearly during supervision.

Note:Student will need to add this file as an attachment

2. Use the Education and Care Services National Regulations to calculate the following:

a. How many educators are required to supervise this number of children?
b. How many educators must have, or be working toward, a diploma qualification to supervise this number of children?

3. Describe one example for each of the following situations:

a. When you have provided close supervision and why it was required.
b. When you have provided indirect contact supervision and why it was required.
c. When you have needed to leave your supervision role and what you did to ensure the children were still adequately supervised.

Task 5 (Minimising Risks)

Objective

This task is planned to evaluate your knowledge in minimizing risks.

To complete this task you need to:

Evaluate to an environment of a children services

Answer the following questions

1. Review the safety hazards in your service. For the following aspects, provide a short answer explaining the accompanying question.

Entry to the service	How does it exclude unauthorized people?
Tables	What parts of the tables could be unsafe?
Chairs	What parts of the chairs could be unsafe?
Carpet and/or rugs	Are they a slip hazard?
Doors	How are they kept safe from slamming shut? How is the hinged gap protected?
Chemicals	In what way are they labeled? Is this adequate? How are they stored? Is this adequate?
Shade outdoors	•           How much shade is provided? Do you think it is sufficient? •           Outline two ways adults and children follow SunSmart procedures. If procedures are not followed, what procedures need to be implemented?
Dramatic play equipment	•           What harm could come to children while playing with dramatic play equipment? Explain your answer. Would these sources of harm be low risk, medium risk or high risk?
Toys and equipment	•           How would you conduct a risk analysis of broken toys and equipment? •           What harm could happen if toys are broken and not removed? What procedures should be followed to ensure there are no injuries from broken toys?
Fire	•           How often is a fire drill conducted? •           Do children understand what the fire procedures are? Do the children understand behavior that could contribute to a fire injury?
Play areas	•           Are the play areas clear of trip hazards? •           Is the play area sun-safe? Is the play area inspected and maintained regularly?

2. If the entry to your service was damaged, what could be done to:

a. secure the service from unauthorized people?
b. ensure all people entering the service are supervised?
c. keep children within a safe area?

3. Access the enrolment form used in your service. Summarise the ‘Departures Procedure’ using dot-points and explain what you would do if an adult who was not listed as authorized arrived to collect the child.

4. Locate or create a song, poem, story or poster that would help you explain sun safety to children in your service.

Task 6 (Contributing to the ongoing management of allergies)

Objective

This task is aimed to analyze your understanding in contributing to the current management of allergies.

To complete this task you need to:

Access to a children’s services environment
Answer the following questions

For each of the following points, provide five common examples:

1. Allergens
2. Signs, symptoms or characteristics of allergy
3. Signs, symptoms or characteristics of anaphylaxis

Access your service policies and procedures regarding anaphylaxis.

4. Dot-point two strategies used to avoid allergic reactions.
5. Outline two requirements that relate to medication for anaphylaxis.
6. Research the steps to using an adrenaline auto injector; for example, EpiPen or AnaPen, and summarising the steps for use, including preparation, administration and finalising the injection process.
7. Use a test adrenaline auto injector to demonstrate how you would administer the dosage. If you are not able to access a test adrenaline auto injector, use another item, such as a pen, to demonstrate the process. Provide photos of you demonstrating the four steps.

Task 7 (Contributing to the on-going management of asthma)

Objective

This task is designed to judge your skills and knowledge in contributing to the current management of Asthma.

To complete this task you need to answer the following questions:

1. For each of the points below, list five examples.

a. Triggers of asthma
b. Signs or symptoms of asthma

2. Locate a copy of your service policy that describes the asthma action plan. In dot-points, summarise what information should be contained in the plan.
3. Explain how you know whether a child has an asthma medication plan. What strategies does your service take to ensure you know this?

Task 8 (Workplace Tasks)

Locate policies and processes of your services on confidentiality and answer the following questions:

Workplace Task 1

1. What are your responsibilities pointed out in this policy and procedure?
2. What procedure do you follow when a child comes to the service and needs to be given medication throughout the day?

Workplace Task 2

1. In your room how do you meet the need for sleep, rest and relaxation for each child?

Workplace Task 3

Provide an example of a families’ preference for their child’s clothing needs?
What requirements does your service have in relation to work, health and safety and children’s clothing?
Provide 2 examples of how you have respected children’s needs for privacy during any toileting and dressing and undressing times. In your answer, explain the actions you took. 

Workplace Task 4

1. Read your service’s policy and procedures regarding hygiene practices. National Quality Standard Element 2.1.3 requires that hygiene practices are promoted and implemented. How does your service promote and implement hygiene practices?
2. Read the Early Years Learning Framework (EYLF) sub-category ‘Children take increasing responsibility for their own health and physical wellbeing’.’ What evidence do you notice in your service that this is occurring?

Workplace Task 5

1. What strategies do you and the other educators in your room use to ensure adequate supervision of the children in your care?
2. Take note of all the times during a week that you were required to use close supervision of the children in your care.

Workplace Task 6

1. Explain how dangerous products are stored and labeled at your service.  Provide an example of how you have stored a dangerous product.
2. What fire safety equipment and procedures are at your Centre?

Workplace Task 7

1. What is your services procedure for the safe collection of each child, ensuring they are only released to authorized people?
2. How are custody orders communicated to relevant staff?
3. Find out, through your policy or your supervisor, what the minimum age must be of a person collecting a child from your care.

Workplace Task 8

1. Count all the children who have allergies or anaphylaxis in your service, what are their allergies for?
2. Count all the children who have asthma in your service, how many of those children are in your room?

Workplace Task 9

1. What is your Centre’s Policy for preventing and responding to asthma and anaphylaxis?

Task 9 (Project)

Objective

The following activity forms are a part of your assessment of competence. You may also need to provide different workplace documents or third-party reports.

To complete this task you need to:

Assess to an environment of a children’s services.

Complete the given tasks

To ensure you maintain confidentiality as required

Collect the following documents from your service and complete the task given for each document.

Child enrolment form.

1. When a parent or guardian is enrolling a child in your service, what information on your enrolment form must be handled as confidential? Also, summarise the two types of communication exchanges that you may have with the parent or guardian of the child that can be used to provide information on the enrolment form. Include three basic communication strategies that you can use when exchanging information.

Child enrolment form.

1. When a parent or guardian is enrolling a child in your service, what information on your enrolment form must be handled as confidential? Also, summarise the two types of communication exchanges that you may have with the parent or guardian of the child that can be used to provide information on the enrolment form. Include three basic communication strategies that you can use when exchanging information.

2. The parent information sheet describes the routines of the child; for example, how long they slept or rested. What other information can the parent or guardian include on this sheet? Access and summarise the National Quality Standard and locate the element that advises educators on how to provide high-quality rest and relaxation.

3. Cleaning roster/checklist. Read the checklist and list the tasks that are within your job role. Include the cleaning schedule that outlines the tasks that must be completed to ensure your service meets regulations and requirements. Also, summarise the Early Years Learning Framework Outcome that guides your service toward encouraging children to understand good hygiene practices.

4. Illness record.

Imagine you are caring for a child who has a temperature of 38°C. What information would you need to record in the illness record and what procedures should you follow?

5. Injury record

Imagine a child you are caring for has fallen and scraped their knee on the concrete. What information would you need to record?

6. Safety checklist/risk analysis.

Explain how you have used the safety checklist to scan for hazards in the children’s environment during the day and what action you took. Also, describe how you ensured the children understood fire hazards and fire safety in their home environment.

7. Asthma action plan.

Refer to your organizational information fact sheet that outlines the signs and symptoms of asthma. Write a summary report outlining:

a) The change in breathing conditions
b) Asthma symptoms
c) Conditions that may trigger asthma.

Also, locate your services asthma action plan and outline the six steps you should follow when providing first aid for asthma. Include how you would know if a child was at risk of an asthma attack.

8. Anaphylaxis action plan.

Write a summary report that addresses the following:

a. The signs, symptoms and key characteristics of anaphylaxis
b. The anaphylaxis action plan
c. How you would identify a child at risk of an anaphylaxis reaction
d. Explain your service policy regarding anaphylaxis medication administration. Include who is authorized to administer the medication and what actions are taken if a child has an anaphylactic reaction. Also, list the four steps you should follow when administering anaphylaxis medication.

9. Collect the following policies from your service. If you are unable to find them, refer to the One World for Children Centre Policies, available at www.owfc.com.au/ChildCare.asp.

For each policy, provide short answers.

a. Confidentiality/Privacy policy

     What does the policy statement regarding confidentiality and privacy?

b. Medication policy

What role does this policy say you may take in administering medication? Are you able to:

check the administration of medication that other educators complete
sign the medication record as the witness if you checked the administration of medication by another educator
administer medication yourself?

c. What four things must you check prior to administering medication?

d. What hygiene practices do you use when administering medication?

e. How would you find out where to store a medication?

f. Exclusion/Infectious diseases/Illness policy. What does the service policy say about the exclusion periods for infectious diseases?

g. Safety and hazards/Sustainability/Environmentally friendly products policy.

h. What does the policy say about labeling and storing dangerous products?

        Are dangerous products kept in your service, or are all products environmentally friendly and child-safe? Give three examples to illustrate your answer.

i. Safe collection of children policy. What measures does your service policy statement will be taken to ensure the person picking up the child is the person nominated?

j. Allergy risk management policy.

What are two signs of anaphylaxis?
What are allergy risk management strategies described or referred to in the policy?

How are all staff informed about a child with an anaphylactic allergy?

k. Anaphylaxis policy.

Does the policy suggest that any staff member can administer adrenaline using an adrenaline autoinjector, or are specific staff mentioned?
If specific staff is mentioned, who are they?

l. Asthma policy.

What are two signs that a child is having an asthma attack?
How regularly does this policy suggest an asthma action plan be updated?

m. Arrival and departure/Delivery and collection policy. What should you do if you are unsure about a person’s authorization to collect a child?

10. For each of the following activities, document when and how you implemented the activity.

Ensured sleep and rest meet standards and individual needs, including light, noise, temperature, and ventilation.

Supervised children who are resting or sleeping.
Provided quiet activities.
Used more than one supervision method at the same time.
Provided privacy for children when toileting, undressing and dressing.
Supported children to learn personal hygiene practices.
Encouraged children to care for their teeth.
Discussed health issues with children.
Helped to ensure all adults on the premises are supervised.
Discussed and implemented sun-safety with children including appropriate clothing.
Exchanged information about supervision with your colleague to ensure adequate supervision.