CHCECE003 Provide care for children Topic 1: Relevant ... · 3/7/2015 · The following are some ideas you can use to try to ensure a positive toileting experience for children:

TAFE NSW – Western Sydney Institute Created: 22/07/2015 Version: 1.0

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CHCECE003 Provide care for children

Topic 1: Relevant Learning Frameworks

Throughout this unit there are references to key industry documents that guide

our practices in Early Education and Care Services. Relevant sections of these

documents have been included to highlight links with the content of this unit.

Please view the full document provided on the OLS for further information.

National Law and National Regulations

Provide care for children requires you to work within the Education and Care Services National Regulations 2011 which can be accessed by clicking on the following link: http://www.legislation.nsw.gov.au/maintop/view/inforce/subordleg+653+2011+cd+0+N

Education and Care Services National

Regulations 2011

Part 4.2 sets out requirements for services relating to children’s health and safety. The regulations in this Part are relevant to quality area 2 of the National Standard.

Division 1 sets out requirements to be put in place for the health, safety and wellbeing of children.

Division 2 sets out the requirements for policies and procedures relating to incidents, injuries, trauma and illness.

Division 3 sets out requirements for a medical conditions policy and medication procedures.

Division 4 sets out matters relating to the administration of medication.

Division 5 sets out matters relating to emergencies and communication.

Division 6 sets out requirements for collection of children from premises and excursions.

http://www.legislation.nsw.gov.au/maintop/view/inforce/subordleg+653+2011+cd+0+N

http://www.legislation.nsw.gov.au/maintop/view/inforce/subordleg+653+2011+cd+0+N




Education and Care services National Law Act 2011

Please refer to the following link to view the legislation that applies in each state and territory: http://www.acecqa.gov.au/National-Law

Education and Care services National Regulations 2011

Code of Ethics

See document in the online version of this learning resource: Early

Childhood Code of Ethics

http://www.earlychildhoodaustralia.org.au/our-publications/eca-

code-ethics/

http://www.acecqa.gov.au/National-Law

http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/

http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/




Early Years Learning Framework

Early Years Learning Framework: Practice, Principles and Outcomes




Working through your resources

Tips and Tricks

Here are some tips to help you work through your learning materials.

Look out for Quinn the

questioner!

© Shutterstock (used under license)

Quinn will often pose questions that help us to reflect on practice and consider the impact of our decisions on families, staff and children in Early Education and Care Services. Keep an eye out for Quinn in your materials.

Additional Resources


In addition, there will be opportunities for you to look over examples of documents, diagrams, images and procedures that relate to the topic area. Keep an eye out for Quinn with his binoculars.

As you work through this unit you may have questions of your own regarding

sections of the learning material or unit topics. We would encourage you to join

related Adobe connect sessions as well as contact the OTEN Early Education &

Care team by email, phone or through Facebook to talk with us. For further

information on how to contact us, please refer to the Course Information which

can be accessed via the OLS.




Topic One | Provide Physical Care

Relevant frameworks

Education and Care services National Regulations 2011

Quality Areas related to children's health and safety




Managing toileting accidents positively

Toilet training

© Stef Noble (used under license)

When working with toddlers and young pre-schoolers, it is likely that you will experience the highs and lows of toilet training. Parents may approach you, expressing a desire for you to assist in the toilet training of their child. In other circumstances you might offer support to a parent when you have observed a child in your care showing signs that they are ready for toilet training.

Toilet training can be a very sensitive issue for families. There will be many

different views that are influenced by culture, family values and public opinion.

There can be a lot of pressure placed on parents to have their children out of

nappies.

It is important for you to gain relevant information and expectations of the

families that utilise your service. Their culture may influence the time and

methods they want implemented to toilet train their children.

When to start toilet training

Research suggests that children do not have the physical ability to maintain bladder

control until they are approximately 18 months old (keeping in mind individual

differences). Even though bowel control comes before bladder control, bowel training

occurs after bladder training. Individual differences influence the age at which toilet

training will be successful. It is not unusual to have a three year old who is toilet

training (Sillén, 2001).

In order to toilet train a child, the child must be aware that they are urinating or

using their bowel. They then need to associate the feeling of passing a motion

with the end product. Toilet training means the child must learn to identify the

feelings leading up to a motion, and maintain control while they get to the

toilet/potty, remove clothing and sit down. To be truly toilet trained means the

child must be in full control, not timed by an observant carer (Klassen et al). You

will begin to see signs that the child is ready for toilet training. These may

include:

The child telling you through verbal and non-verbal cues that they have

a wet or soiled nappy




While urinating, they stop and look down, showing they are aware of

what’s happening

The child is staying dry for longer periods of time and then urinating in

quantity

Showing an interest as family members or peers use the toilet

Providing appropriate assistance during toilet training when toileting

accidents happen

When a child forgets, or simply wets or dirties their pants remember to

be calm and reassuring. Anyone can have an accident.

You must be prepared for accidents, some days a child could have several.

Verbally reassure the child, e.g. ‘Did the wee go in your pants? Come with me

and we’ll get you some dry clothes.’ Sit the child on the toilet or potty.

Sometimes as the child wets themselves they may stop before completely

emptying their bladder or bowel. This will give them the opportunity to finish.

Assist the child to put on clean, dry clothes and then clean/disinfect the wet area.

Remind them that anyone can have an accident and reassure them it will be

okay, making sure that your non-verbal cues and body language match your

words. Help them get changed, encouraging them to be as independent as

possible. Place their wet or dirty clothes in a plastic bag. Assist them in rejoining

a game or activity. NEVER make the child feel bad or dirty. Be discreet when

informing parents in the afternoon. Remember parents might need reassuring as

well.

Making toileting a positive experience

The following are some ideas you can use to try to ensure a positive toileting

experience for children:

• Ensure the bathroom is a clean and pleasant environment—provide

mirrors, interesting pictures and drawings.

Acknowledge any fears children may have (e.g. flush the toilet if the child

is afraid to flush it).

Never force the child to sit for long periods on a toilet or potty.

Provide child seats and step-up stools as necessary.

Encourage hand washing by singing, washing hands with child etc.

Don’t rush the child; let them complete toileting tasks in their own time.

Try to avoid over-reacting to smells or contamination.




Hand hygiene

Hand washing is the single most effective procedure for preventing the transmission

of infection.

It is important both how and when we wash our hands.

We should wash our hands:

• On arrival at the service

• After toileting

• After wiping our nose or a child’s nose

• Before and after nappy change

• When assisting a child with toileting accidents

• Before serving food

• Before preparing food.

Can you think of any others?

In order to minimise cross infection, educators should wash hands regulary.

Click here to view some information about hand washing from the Health Promotion Board. http://www.hpb.gov.sg/HOPPortal/health-article/5652

Supervising eating environments

Supervise and engage with children while eating and drinking

Meal times are a perfect opportunity to engage in

discussion with children


Meal and snack times provide the perfect opportunity to engage in discussion with the children and promote healthy eating while ensuring their safety through supervision. Meal and snack times provide us with the opportunity to:

• Promote hygienic practices

• Role model healthy food and drink choices

• Engage children in conversation about their food choices or the food and drink provided

• Nurture and celebrate dietary differences from diverse backgrounds

http://www.hpb.gov.sg/HOPPortal/health-article/5652

http://www.hpb.gov.sg/HOPPortal/health-article/5652




Provide a positive eating environment

As educators we must create a relaxed atmosphere which:

• Allows each child enough time to eat and enjoy their food

• Interact in conversation with other children and educators

• Be respectful of each child’s preferences

• Be respectful of slow and messy eaters

• Encourage children to try different foods

• Role model positive, healthy eating habits

• Select a balance of healthy foods from the range available or bring in a

nutritionally balanced lunch to enjoy with children as they enjoy their

own packed lunches

• Discuss the food choices available, naming foods, colours and

textures

• Value and listen to children’s ideas and responses and allow them to

ask questions and talk to their peers.

Meet individual clothing needs and preferences

Children arrive at the service prepared for their day, dressed in clothes that have

been chosen by their parents or themselves. It is our role to ensure that

children’s clothing is modified as required. The most common reason for

changing a child’s clothes is due to changes in the weather. We often encourage

parents to send their children in old clothes or clothes they won’t mind getting

dirty. The reason for this is so that children are free to explore a range of

experiences without being inhibited by getting dirty. It is very difficult for a child

to relax, and maximise the experience of finger painting, for example, if they are

concerned about getting paint on their clothes. However, it is important that we

show respect for the choices families make in regard to clothing their children.

Most services insist that parents send one full change of clothes for the child

each day, just in case of accidents, toileting or otherwise. Parents may need to

be reminded that this includes socks and shoes for toilet training children.

Children who have toileting accidents whilst standing invariably wet their shoes

and socks as well. It is always a good idea to have a supply of spare clothing to

suit a variety of weather and circumstances.

On enrolment, parents should be informed that the children will be going outside

every day, unless it is actually raining. Therefore, in the cooler seasons they

may like to pack additional clothing, for example jackets, gloves, scarves,

beanies or whatever is deemed appropriate.

Each service will have its own policy on the type of footwear required. Again it is

important to take into consideration the individual choices made by families but

ultimately safety of the children should be the first priority. In many services

thongs are not considered to be suitable footwear for children or educators. This




type of footwear is considered a safety risk since it increases the risk of slipping

or falling when children are involved in climbing, running and other types of

physically active play.

Cultural differences in dress

Cultural differences in dress

© Shutterstock (used under

license)

The children and families of your Education and Care service will come from a diverse range of

backgrounds. Culture and individual family backgrounds will influence what clothes the children and family members wear. You may

have parents wearing Indian saris, hijabs (head scarves worn by Muslim women), or lots of jewellery (which is common in some Asian

cultures). These are only a few of the examples. Ideally you should have clothes from different cultures in your dress up area that depicts the various cultures, not only in your service, but in the wider community in which you are situated.

Culture may also define how children are dressed. In some cultures the children

must always be presented clean and well dressed as it signifies the social

standing or reputation of the family. These children may come dressed in

beautiful frilly dresses or beautifully embroidered pants and dress shirts made

from expensive materials. Their parents may have spent hours fixing their hair

and clothing in a traditional manner. This can often severely restrict the child’s

choice of play activity, so while it is appropriate to encourage parents to send

children in play clothes and informing them of the reasons for such requests, it is

also important to respect the families’ choices. Be careful not to offend families,

rather show respect and acceptance.




Consider the stage of development

The age and stage of development of children will influence the types of clothes

they will wear. Children need to wear clothes that reflect their needs. The child’s

level of development should be taken into consideration.

Infants


The newborn infant requires clothing free from things like ribbons, cords and ties, as they are just learning to roll and move their bodies. Clothing with strings places the infant at risk from strangulation and choking (if they put a long string or tie in their mouth). It is particularly important that this type of clothing is removed when the child is sleeping.

As the infant learns to crawl they will need clothing that provides protection for their elbows, knees and toes. Some of the surfaces the infant will be crawling on may be hard and rough and may graze the child’s delicate skin. Clothing that covers the legs and toes will be more appropriate. It is difficult for the infant to master the skill of crawling when they are clothed in dresses. As well as their knees and toes being exposed to harsh surfaces, they are at risk of slipping and falling as the fabric catches under their knees.

As the infant attempts to master walking, their feet are of major concern. Infants learn to walk best with bare feet. With anything other than bare feet, the risk of slipping is increased, especially with socks and other light fabrics. Leaving the infant with bare feet also assists them in gaining a sense of balance as well as supporting their growing confidence. If the child needs to have protection on their feet choose a light weight ‘slipper-sock’ with a non-slip sole.




Toddler


The next stage in development, which requires careful planning of children’s clothing, is toilet training. As the toddler shows signs that they are now ready to develop the ability to toilet themselves, they will require clothing that is easily removed. Elastic waist pants or skirts are appropriate. They are easy to pull down and the child can accomplish this skill independently. It is best to avoid overalls, or clothes with zippers and buttons, as they may take too long to remove, or will require adult assistance.

Often as the child attempts to master control over their bodies, they realise only with moments to spare that they need to use the toilet. Overall, zips and complicated buttons do therefore not allow the toddler to remove the clothing at the speed that may be required!

Pre-schoolers


The preschool child requires clothes that are not restrictive as they master the skills of running and climbing. It is important to remember that they too will require clothing that allows them to dress independently. Each child’s level of independence will vary depending on the amount of practise they have had, the type of clothing the family provides (some will have more complex buttons, ties etc) and whether being able to dress independently, as a child, is a valued skill.

Again, it is important to remember that not all cultures will be the same as yours. It is important to show respect and acceptance of all families, by supporting the choices they make for their children.




Dress-up


It is important that the dress up area should

reflect the diverse society in which we live.

Acknowledging children’s clothing preferences whilst supporting their autonomy in mastering skills with buttons, zips, velcro etc.

Weather changes

With the unpredictability and continual changes in our weather patterns it is not

uncommon for children to require a change of clothes during the day, purely to

accommodate the warmer or cooler temperatures.

In cold conditions young infants will lose heat very quickly. When the infant is

already cold you need to ensure you warm them before putting on additional

clothes. You can do this by rubbing their skin, or holding them close to increase

body warmth. Heat is lost through the head. The best way to avoid this is to

ensure the infant wears a warm hat.

Overheating

Sudden Infant Death Syndrome has been associated with overheating during

sleep and this can occur when an infant goes to bed with a hat on. When the

head is covered the heat can’t escape, causing the infant to overheat.

The best way to ensure overheating does not occur is to dress the infant in cool

clothes in the hot weather, increase fluids and place the child in a ventilated

area in the shade. It is important to remember that young children cannot tell

you when they are hot or cold. Use yourself as a guide. If you are hot then it’s

likely that an infant will be hot too. Also remember that infants and toddlers have

much smaller bodies and cannot regulate their temperature as well as adults.

Older children are more likely to tell you when they are hot or cold, but you also

need to be observant. Some children will be so actively involved in their play that

they don’t let you know when they are hot or cold. You can prompt children by

asking, "Are you hot?", "Would you like some help taking off your jumper?"




Dressing and undressing

Toddlers

The toddler will want to help with the dressing and undressing process. They are

usually much better at taking off their clothes and shoes than putting them on.

Clothes that are easy to remove not only accommodate toilet training, but also

allow toddlers to be involved in dressing and undressing. Choose clothes that

are comfortable and fit well and are not restrictive.

Toddlers should be able to:

• Begin to manage large buttons and zippers on clothes

• Assist with the dressing process by pushing arms through, pulling up

pants, etc

• Put on some simple articles of clothing

• Undress themselves if suitable

Pre-schoolers

Preschoolers may start to become fashion-conscious though their choices can

leave adults rolling their eyes. They may insist on dressing themselves in

interesting and inappropriate clothing combinations made up of all the things

they like but that don’t really go together. They can be stubborn about accepting

adult assistance. Socks are often a source of frustration - where does that heel

go? Jumpers can also provide challenges. Preschoolers are often careless with

clothes and leave them lying about. Gentle reminders about putting clothes and

shoes in lockers or other suitable locations for later retrieval are required. When

playing outside, support children’s self help skills by having tubs or baskets for

children to place their shoes and socks in – especially near the sand pit. Maybe

you can also add some hooks on the outside of the building and encourage

children to hang up jumpers and jackets when they take them off. This will also

assist staff as they transition children from one environment to the other.

Preschoolers should be able to:

• Make a reasonable job of dressing themselves - though inside out and

back to front is often the result

• Fasten zips, buttons, buckles and velcro fasteners (older preschoolers

may manage laces)

• Sort, fold and put away clothes

School aged children

School aged children are usually quite independent in dressing and undressing.

They may stall on school days or when going somewhere they’re not interested

in. They can be careless with lining up buttons and tying laces. Most can brush

and comb their own hair. Some younger school aged children are not interested

in clothing at all and just put on what is laid out for them by an adult. This




attitude usually changes around the age of eight or nine when children start

paying more attention to their appearance.

Like nappy changing times, dressing and undressing times can be positive

experiences and useful learning times for children. Never make a fuss when a

child ‘gets it wrong’. Praise their efforts and ask if they would like assistance to

turn the jumper in the right way and line up the buttons for example. If they say

no, it really doesn’t matter as they did it themselves and that’s what is important

here.

CHCECE003 Provide care for children Topic 1: Relevant ... · 3/7/2015 · The following are some ideas you can use to try to ensure a positive toileting experience for children:

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