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CHCECE003v4.pptxCHCECE003 Provide care for children
In this unit we will be covering:
United Nations Rights of the child
Early Childhood Australia - Code of Ethics
Providing Physical Care of Children – toileting, hygiene, meal times, clothing.
Promote Physical Activity
Adapt Facilities to ensure access and participation – including sun safety
Help Children with change
And settling new arrivals
Preschool children require an environment that provides opportunities to make choices, allows them to explore, experiment and take on new challenges. They also need adults to provide structure and routine so that their environment feels safe and predictable.
Regulations and Standards - Health, safety and wellbeing of children
You can encourage children to take responsibility for their own personal hygiene by:
Promoting hygiene practices during routines through use of appropriate caregiving strategies
Planning appropriate experiences
Use food preparation experiences to reinforce the importance of hand washing before preparing and eating food
Encourage even young children to take responsibility for their own cleanliness
Young children will respond positively to songs that tell them what to do
Posters and pictures / photos in the bathroom area that illustrate hand washing, nose blowing, flushing the toilet.
School age children
Understand how the body works
Can be easily lead into discussions on germs, personal hygiene.
Provide accurate and factual information
United Nations Convention on the Rights of the Child
Article 25
States Parties recognize the right of a child who has been placed by the competent authorities for the purposes of care, protection or treatment of his or her physical or mental health, to a periodic review of the treatment provided to the child and all other circumstances relevant to his or her placement.
Article 28
States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity
Article 29
Pertains to the education of the child and how such education should be related to positive development cognitively, socially, emotionally etc.,
ECA Code of Ethics
The ECA Code of Ethics states that it has incorporated the UN Convention on the Rights of the child.
In relation to children, I will:
6. Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, engagement, initiative, self-worth, dignity and show respect for their contributions.
11. Acknowledge children as competent learners, and build active communities of engagement and inquiry.
12. Honour children’s right to play, as both a process and context for learning.
Meal times
Environment
Table hygienically cleaned
Ensure utensils are clean
Use tongs as required
Prepare food (heat if required)
Fluids
Children need to have access to water at all times during the day (National Regulation 78).
Meal times
Children
Wash hands
Staff
Wear gloves when handling food
Ensure children are sent to table in orderly manner (transition)
Service provided food
You will need to know
Whether food is hot or cold
Time that food is arriving. So that it can be distributed to children quickly and efficiently. You can also have a routine that fits in with this timeframe.
Meal times
Service provided food cont.
How to keep food hot or cold without it falling into the danger temperature zone (5 degrees Celsius to 60 degrees Celsius)
How food is labelled for children with allergies
Family provided
You will need to consider:
Storage of food – refrigerator
Moving food from storage to table
Who
How
When
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Second level
Third level
Fourth level
Fifth level
How are the Educators ensuring appropriate supervision of the children during mealtime
Educator sits with children to eat lunch which enables her to monitor mealtimes and engage with children.
Educator assists children to independently scrape food scraps.
Three things the Educator could do or say to engage with the children while eating or drinking .. Discussing food, healthy foods, where food comes from. Assisting children with self-help skills. Engaging in conversations/topics of interest to children.
Meal times
Consider the following ideas:
Arrange the tables so that the children can eat in small groups. This encourages social interaction and helps to reduce noise levels.
Set up tables in an attractive way that will help foster feelings of home and familiarity, by using things like table cloths
Avoid having children wait at the table before they can start to eat or have to wait for others to finish.
Provide children with choice at meal times
Encourage children to try new food, but never force or bribe children to eat.
Allow children to serve their own food and drink from containers at their table (use tongs)
Use this time to eat with the children and role-model appropriate behaviour with children
Ensure food is nutritious
Menu should include foods that are familiar to all children in the group
Provide a choice of eating utensils
Involve children in setting up and clearing up
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Second level
Third level
Fourth level
Fifth level
Objectives of the Sun Smart policy in Early Childhoood
Ensure all children and staff have some UV exposure for vitamin D
Encourage children and staff to use a combination of sun protection measures whenever UV Index levels reach 3 and above.
Work towards a safe outdoor environment that provides shade for children and staff at appropriate times.
Assist children to be responsible for their own sun protection.
Ensure that families and new staff are informed of the service’s Sun Smart measures.
Families are responsible for in relation to being Sun Smart when enrolling their child Providing a suitable hat for their child. Providing suitable outdoor clothing that is cool and covers as much skin as possible (i.e. that covers the shoulders and chest. Providing SPF 30+ broad spectrum, water resistant sunscreen. Giving permission for staff to apply sunscreen to their child. Practicing Sun Smart behaviours themselves.
Sun Protection
Why is sun safety important in the early childhood setting?
Queensland has one of the highest rates of skin cancer in the world. Its UV Index is 3 or more every day of the year, so we need to protect ourselves in five ways from UV radiation by:
Seeking shade when possible
Wearing sun safe clothing
Wearing a broad-brimmed hat
Wearing sunglasses to protect eyes
Applying SPF 30+ broad-spectrum sunscreen 20 mins before going outside
Sun Safety
We all need some sun exposure. When skin is exposed to the sun, our bodies make vitamin D, which helps the body absorb calcium for stronger, healthier bones. It only takes a little time in the sun for most people to get the vitamin D they need (and most vitamin D needs should be met with a healthy diet and/or supplements).
Too much unprotected exposure to the sun's ultraviolet (UV) rays can cause skin damage, eye damageimmune system suppression, and skin cancer .
Regulations and Standards - Health, safety and wellbeing of children
National Regulations (77) states - The approved provider of an education and care service must ensure that the nominated supervisor and staff members of, and volunteers at, the service implement—
(a) adequate health and hygiene practices; and
(b) safe practices for handling, preparing and storing food—
to minimise risks to children being educated and cared for by the service.
National Quality Standard 2.1.3 requires effective hygiene practices are promoted and implemented.
Promote physical activity
Element 2.2.2 of the NQS aim to achieve Physical wellbeing contributes to children’s ability to socialise, concentrate, cooperate and learn. Physical activity and attention to fine and gross motor skills provide children with the foundations for their growing independence and satisfaction in being able to do things for themselves.
Physical Activity
Consistently implement movement and physical experiences as part of the program for all children
Physical activity also reduces the risk for development of
Coronary heart disease
High blood pressure
Diabetes mellitus
Obesity
Other chronic ailments
Physical Activity
Why????
It makes you feel fit, strong and healthy
Your brain releases 'endorphins' [en-door-fins], chemicals which make you feel good
You feel relaxed
It stops you feeling 'stressed out
'It's fun to exercise with others
It keeps your weight down
Your muscles get stronger
You sleep better
Your heart and lungs get stronger
Your bones get stronger
You have more energy to do other things
You can get rid of anger and bad feelings
Physical Activity – Physical Development
Fine motor may include:
Painting, drawing
Play dough and clay
Dress-ups – button, zips
Sand play
Gross motor may include:
Balance beams, ladders, jouncing boards, stepping stones
Throwing and catching games
Dancing
Swings
Bike riding
Physical activity as defined in Element 2.2.2, what sorts of things may they observe Educators doing Consistently implementing movement and physical activities as part of the program for all children. Encouraging and providing appropriate support to children to participate in new or unfamiliar physical experiences. Becoming involved in and enjoying children’s physical activity. Encouraging each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with the activities. Talking with children about how their bodies work and the importance of physical activity to people’s health and wellbeing. Providing opportunities for children to engage in dance, creative movement and drama and to respond to traditional and contemporary music and storytelling. Setting up indoor and outdoor areas in ways that promote safe physical play and activity for children of different age groups and capabilities.
A service promotes physical activity as defined in Element 2.2.2, what sorts of things may they observe children doing Being encouraged and supported to use increasingly complex sensory motor skills and movement patterns that: Combine gross and fine motor movement and balance. Increase their spatial awareness. Use their problem-solving skills. Having frequent opportunities to engage in outdoor play. Showing enthusiasm for participating in physical play and negotiating play spaces to ensure the safety and wellbeing of themselves and others. Helping to set up and plan for physical play activities and equipment.
Engage children in outdoor play
Providing a variety of opportunities for active play indoors and out is important whether or not anchored playground equipment is used. Other opportunities may include:
a riding toy area.
an open space for creative active play
a building area, work area, project area
a ball area
a music, sound, creative movement space
a lifting/pulling area
opportunities for hauling things
loose parts for building — boxes, sawhorses, boards
a raised pile of mulch, sand or dirt for climbing and digging
earth forms such as little grassy hills
elements from the natural world such as stumps, logs, rocks
Physical Activity
Spaces, both inside and outside, can be designed to encourage a child to:
engage in solitary play as well as small group play
find a quiet secluded place to sit as well as to move around freely
experience real life and fantasy play
How can you adjust the routine to assist in the development of skills?
delay meal times
give children plenty of warning when moving between activities
allow child to leave object so they can return to it later
Physical activities in the education and care setting
Educators need to:
consider high priority activities and decide where in the room these activities can be best located
place materials on low open shelves
plan traffic pattern
provide for open spaces in which child can move about easily
arrange to have materials where children can get them easily
plan furniture
arrange to have activities requiring water located near the sink
place clean-up materials where children can get them easily
position noisy activities near outdoor areas and in suitable weather use outdoor areas for noisy activities
keep entrances to toilet and outdoor areas clear so they are readily accessible
plan for storage space for children’s belongings to be near the entrance
Five benefits of a child being physically active every day Help achieve and maintain a healthy weight. Build strong bones and muscles. Improve balance, movement and co-ordination skills. Promote social skills through interactions with people. Support brain development. Encourage self-confidence and independence.
How much physical activity do Pre schoolers require At least 3 hours spread throughout the day.
The Australia’s Physical Activity & Sedentary Behaviour Guidelines for Children (5-12 years).
How many minutes of moderate to physical activity should children aged 5-12 years, accumulate daily ? 60 minutes
How many days per week should children aged 5-12 engage in activities to strengthen muscle and bone? 3 days per week or at least 3 days per week
List 2 strategies to minimise the time spent being sedentary and reduce health risks Limit use of electronic media for entertainment (e.g. television, seated electronic games and computer use) to no more than two hours a day – lower levels are associated with reduced health risks.
Break up long periods of sitting as often as possible
Activities that you could plan to facilitate children’s active physical play Play with different size balls. Twirl and run with streamers. Play with balloons. Blow bubbles and chase them through the air. Play games such as hide and seek, obstacle courses, follow the leader, stuck in mud. Move to music or try action songs e.g. Heads and shoulders. Walk barefoot on different surfaces. Pretend to move like different animals. Play dress ups and act out different roles.
Create indoor and outdoor environments that stimulate and reflect children’s interests
Establish an environment that encourages children to complete tasks themselves
Work areas for children must be:
safe
functional
aesthetically appealing
challenging
accessible
Challenging Play – Risky! Kidsafe NSW (2012). Risky play gives children the opportunity to develop skills in negotiating the environment. Learning to use equipment safely is necessary for young children. Children need opportunities to learn about the positive and negative consequences of risk taking. Taking risks will usually result in a positive outcome for children. Learning to negotiate risks enhances children’s self-confidence and well-being. Early childhood environments should offer children the opportunity to take acceptable risks.
Help Children With Change
Prepare children for changes in a supportive and timely manner
Assist in developing meaningful routines, including those to minimise distress at separation of the family and child
Identify and respond to children’s feelings openly, appropriately and with respect
Encourage children to communicate, listen and treat others with respect
Encourage opportunities to express feelings and emotions appropriately
Benefits of risk taking Pleasure. Development of self-confidence and well-being. Engagement with natural environments and natural elements. Learning through experience. Mixing between different age ranges.
Encourage the opportunities to express feelings and emotions appropriately
Active listening requires that you:
give the child your full attention
listen carefully to what the child is saying or communicating non-verbally
do not interrupt the child to ask questions
listen to what the child is feeling
accept the child’s feelings and do not try to deny them or dismiss them
do not give an opinion or make a judgement
reflect back to the child how you think he/she is feeling
wait for the child to confirm you are on the right track
Routine
Routines are an integral part of creating a good environment for children. All three environmental factors are influenced by routines:
Physical: child-sized bathroom and eating facilities, storage of bedding, equipment for food storage
Temporal: amount of time for feeding, toileting, sleep time
Interpersonal: Willingness for self-care activities. Interactions during and between activities
Why are schedules and routines important? They influence a child’s emotional, cognitive, and social development. They help children feel secure and comfortable. They help children understand the expectations of the environment. They help reduce the frequency of behaviour problems (e.g. tantrums). They can result in higher rates of child engagement.
IT necessary to support children through transition with the following New arrivals: to support emotional wellbeing, to promote a sense of belonging with the group Within the daily routine: to reinforce the routines, boundaries and educator/child expectations.
Educators can use to promote positive routines and environments Establishing, posting, and teaching rules and routines. Organising the environment to avoid behaviour problems. Being aware of what is happening at all times, monitoring classroom activities and the use of materials, and intervening when necessary. Ensuring that an ample number of educational activities and materials are available to prevent unnecessary conflict among the children. Planning transitions between activities and keeping those times as minimal as possible. Planning transitions and routines (including toileting and hand washing) so that they are well-planned, are efficient, and limit the amount of time children spend waiting. Using visual cues, including gestures, written labels, pictures, or objects, to assist children in understanding routines and managing time as needed. Encouraging and assisting children in identifying problems and developing solutions, using incidental or spontaneous situations as teaching opportunities.
What could you do to minimize the distress of separation when Parents leave.. Develop a ritual/routine for separation to give continuity to the child and to support the parent; ask parent for advice on the most supportive strategy. Greet child on arrival, be available and have an activity of interest for the child to join into. Take time with the child; ensure parent says goodbye at the appropriate time. Have child wave to parent. Invite the parent to call and check if child has settled. Provide feedback on strategies/settling time when parents return.
Respond child’s distress at separation from the family in a calm reassuring manner
Separation anxiety - is when a child gets upset when
separated from a parent or loved carer
Always reassure parents that each child will be safe
and well looked after, so that the parent can feel confident
that the child will be fine.
Encourage parents to always say goodbye, even if they have to go while the child is upset.
Let him keep his comforter (dummy, teddy or blanket) if he has one.
Show that you understand his feelings, e.g. "I know you wish I could stay. I wish I could stay with you too".
Respond child’s distress at separation from the family in a calm reassuring manner
Let the child care for something of the parents’ (such as a bag or keys) when they are not there.
Tell the parent to let the child know when you will be coming back. Tell the child in ways he understands, e.g. "after lunch".
Encourage the parent to have lots of little practice separations, e.g. Play Peek-a-Boo and Hide and Seek (and make sure to be easy to find!).
