How do the national quality standards fit in with the

Question

Assessment Task 1: Short Answer Questions

Question 1
Access the Guide to the National Quality Standard on the internet and answer the following questions.
a) How do the National Quality Standards fit in with the overall National Quality Framework for Early Childhood Education and Care?.
b) What is the purpose of the National Quality Standards? Provide three examples
c) List the seven Quality Areas that are covered in the Standards

Question 2
Describe each of the domains of development.

Question 3
Look up Article 2 of the United Nations Convention on the Rights of the Child. Provide a detailed example of how a child's development might be influenced if this right was not upheld.

Question 4
a) Complete the following table in relation to recommended physical activity guidelines for children in Australia.

Age of child	Physical Activity Recommendations	Examples of suitable activity that can be offered
Birth to one year
One to three years
Three to five years
Five to twelve years

b) Describe six benefits of children participating in regular physical activity

Question 5
Gemma, aged 20 months will be starting in your service soon. It will be your job to look after Gemma and help settle her into the service. Gemma and her mother are coming to visit you this afternoon to meet you and to discuss how best to manage Gemma's transition.
Describe what you will do both at this afternoon's meeting and in Gemma's first weeks of care to ensure her transition is as smooth as possible and to be able to create an environment for Emma which takes account of cultural and personal practices and routines of Gemma and her family.
In your answer, make sure you refer include reference to sleep and rest, and toilet learning.

Question 6
Describe at least five ways in which your work placement service creates a welcoming atmosphere for children and family members.

Question 7
When you are at your work placement, observe the following transitions for 2-5 year olds and answer the questions in relation to each transition and transitions in general.
- Outside to inside or inside to outside
- Transition to lunch
- Transition to sleep/rest.
Answer the following questions that would apply to all transitions

a) What are some strategies you could use to let children know it's time to make a transition? Provide at least 3 examples.

b) What strategies can be used so that children do not feel hurried during a transition and have the opportunity to finish what they are doing where possible?

c) What role does the educator play during a transition?

d) How could a child who is reluctant or distressed about making a transition be supported?

Outside to inside or inside to outside
Describe how transition between indoor play and outdoor play occurs and how children are notified that it's time to make the transition.
How are clothing needs considered before going outdoors? (Hats, jumpers, jackets) What happens if a child doesn't want to wear their jumper/hat/jacket etc?
What self-help skills do children use during the transition?
What other skills do children practice/ develop /use during the transition?
What are the supervision and safety considerations for this transition and how are they managed?

Transition to lunch
Describe how the transition occurs and how children are told that it's time to make the transition.
What self-help skills do children use during the transition?
What skills do children practice/ develop /use during the transition?
What are the supervision and safety considerations and how are they managed?

Transition to sleep/rest
Describe how the transition occurs Describe how the transition occurs and how children are told that it's time to make the transition.
What arrangements would you make for a child who did not need, or wish to sleep when the other children did?
What self-help skills do children use during this transition?
What skills do children practice/ develop /use during the transition?
What are the supervision and safety considerations and how are they managed?

Question 8
Describe three ways that you can teach children about sun safety.

Question 9
What sun safety practices are used at your work placement service? List at least five.

Question 10
How does an educator know what sun safety practices to put in place?

Question 11
Why is it important to be exposed to a balanced level of UV radiation?

Question 12
To minimize the spread of infection, when should you wash your hands? List at least 10 examples of when you should wash your hands.

Question 13
List four strategies you can use to encourage children to have good hand washing practices.

Question 14
A child who is 4 has a toileting accident. How would you respond to ensure you maintain the child's self-esteem and privacy .

Question 15
What strategies does your work placement service have for helping children and families overcome

Question 16
Under the National Education and Care Services National Regulations, what are the requirements for any glazed areas (e.g. glass such as windows, doors etc.) in a Family Day Care service residence or venue that are accessible to children and are 0.75 meters or less above floor level?

Question 17
Under the National Education and Care Services National Regulations, list at least 6 policies and procedures that are required to be in place to manage the provision of care to babies and children.

Question 18 (A) for Family Day Care students only
What is the policy of your work placement service in relation to visitors to family day care residences while care is being provided?

Question 18 (B) For non-Family Day Care students only
Pick one of the policies that you listed in Question 17 and provide a broad outline of what the policy covers including the purpose of the policy and why it is needed.

Question 19
How does the code of ethics for your work placement service influence the way in which you provide care for children? You may need to talk to your work placement supervisor to obtain a copy of the code of ethics.

Question 20
Outline some of the cues that a baby will give when:
a) They are tired
b) They are hungry
c) They are teething
d) They have a soiled nappySmell, crying.
e) They are distressed
f) They are ready to start eating solid food

Question 21
How would you get to know the cues, routines and preferences for each baby in your care? Why is it important to accommodate individual routines and rituals as much as possible?

Question 22
What else could you do to comfort a baby who is distressed in addition to picking them up and cuddling them?

Question 23
a) Briefly outline the nutritional needs of babies and toddlers.
b) How can a mother be supported to continue breastfeeding while her child is in a care environment?

Question 24
How would you keep parents informed of their baby's feeds during the day? Why is it important to provide this feedback to parents?

Question 25
What strategies would you use to communicate positively with babies and toddlers, taking into account the varying abilities and confidence of children? Provide three examples.

Question 26
What safety and comfort considerations would you need to make when caring for a baby and toddler? Fill out the table below.

Task/equipment	Safety considerations
Feeding
Cot, sleeping area, bedding
Safe sleep practices
Nappy changing
Toys, dummies, teething rings
Travel in car

Question 27
Write down three planned positive interactions that you have regularly had with babies and toddlers during your work placement. Include opportunities for interactions while performing physical care routines.

Question 28
Write down three positive spontaneous interactions you have had with a baby or toddler during your work placement.

Question 29
Writedown three games you can play with a baby to create a positive interaction and promote development. (These must be different from the ones identified in Question 28.)

Question 30
Provide two examples of when you might needto adapt/modify your practice to accommodate an individual child's cultural needs.

Question 31
a) Explain "Attachment theory".
b) How can attachment be fostered in an early childhood education and care setting?
c) How is building attachments related to the Learning Framework for your work placement service?

Question 32
How would you find out if children at your work placement service are uptodate with their immunisations?

Question 33
How does your work placement service ensure that children get a balance of natural and artificial lighting, good ventilation and plenty of fresh air? Why is this important?

Question 34
a) How can night-bottle feeding impact on a child's oral health?
b) Provide 2 examples of ways to maintain good oral health in children.

Question 35
Provide three prevention strategies for sudden infant death syndrome (SIDS).

Assessment Task 2: Fostering nutrition and health

You are to plan and provide an experience to children in the 2-6 age group that teaches them about nutrition, good health and advantages of physical activity.

Your experience must provide the children with the opportunity to prepare and source food (either by bringing this in to your work placement service or accessing it from a garden in the service if applicable) and to engage in physical activity.

Parents can be invited to participate in eating the food and to discover how their children have been learning about the relationship between nutrition and physical exercise to promote healthy bodies.

Your experience should provide the opportunity for the children to:
- Learn and have sustained discussions about their nutritional needs (for example, the need for water, vegetables, protein, carbohydrates etc.) in a style and language that is suitable to the age group
- Learn about healthy and unhealthy choices and why they are important
- Learn about hygiene when handling food (this must include the importance of hand washing before handling food and eating food)
- Learn about the how nutrition provides the body with the energy required for physical activity
- Perform a physical activity or exercise that is based on physical activity and healthy bodies(for example, food song with actions, a small play), encouraging all children to participate fully in the activity
- Share their ideas of how to become more healthy and active
- Be involved in the procurement and preparation of nutritious food
- Interact with family members in serving the food.

Fill in the attached template to document the plan for your experience. Your experience may be conducted on one day or you may break it into sections delivered over a few days so that a small part of the experience is offered each day.

You must discuss your plan with your supervisor and seek their approval to implement this experience at the service. Ask your supervisor to sign the planning form to document their approval.

Assessment Task 3: Caring for children and babies - Evidence portfolio

For this task you are required to provide evidence of how you have provided a range of care activities for two groups of children during your work placement.
- Group 1: children between the age of 2-6 (of various ages)
- Group 2: children of varying agesunder 24 months.
It is ideal if you select focus groups of children who you can follow throughout your portfolio - however, if this is not practical or if children leave the service, you may change the focus children if needed.
Your evidence should be provided through submission of a portfolio in which you write down your reflections of your work experiences. This can be compiled using a display folder or a large scrapbook.
Types of evidence may include:
- Your work placement service's policies and procedures
- Information brochures/leaflets/newsletters provided to families
- Written confirmation from your supervisor or a colleague who observed you doing a task
- Videos and photographic evidence of:
- experiences you have set up
- resources to be used as part of the experiences
- children participating in the experiences (ensure you obtain written permission from families and your service before you take photographs or videos of any children at your service)
- posters at the service
- displays at the service
- different rooms at the service (ie those for food preparation, eating, toileting etc).
Evidence must be collected and recorded regularly over the duration of your work placement. It is recommended that you review and record relevant evidence on at least a weekly basis.
You must ensure you provide a sufficient amount of evidence for your assessor to deem you competent (for example,for one of the points below you may need to submit photos of an experience, a written description of what happened when children participated in the experience and a copy of the program plan).
Your supervisor must initial each page of your portfolio to verify that this is your own work and that any workplace documentation you have provided belongs to the service and is current.

Group 1
You are required to document your experiences and collect other relevant evidence of doing the following activities with your focus group.
You must ensure that your evidence shows you working with at least three different children between the ages of 2 and 6 years of age.

Activity 1
Engage children in discussions about physical health and wellbeing (you may use Activity 2 for this if you wish), including:
- talking about how the human body works
- talking about how important physical activity is in regards to health and wellbeing
- role modelling healthy eating.

Activity 2
Promote physical activity and encourage participation in activities (both indoor and outdoor), including:
- detailing planned activities
- detailing spontaneous activities
- ensuring activities provide challenge and cater for children's age, interests, culture, abilities, comfort levels and other needs
- ensuring children are sun safe when outdoors
- joining in activities and providing encouragement
- dealing with conflict between children participating in experiences
- monitoring children's activities
- acknowledging/celebrating achievements.

Activity 3
Encourage children to create their own experiences, games and set up their own play environments, including:
- creating activities related to their interests
- encouraging children to share their ideas and stories
- joining in once experiences/games were set up/ready
- acknowledging/celebrating achievements.

Activity 4
Change the physical environment (both indoor and outdoor) to ensure challenge and appropriate risk-taking, including:
ensuring the environment is safe
encouraging children to take safe risks
helping children to learn from their mistakes
acknowledging/celebrating achievements.

Activity 5
Ensure smooth transition of new arrivals by:
- interacting with the child upon arrival
- assisting families with the transition to care
- responding to children who show signs of distress

Activity 6
Support children through transition and change, including:
- providing comfort
- being supportive
- ensuring meaningful routines are put in place
- responding to their distress
- listening to children and encouraging them to talk about their emotions and feelings
- teaching children to respect each other's feelings and emotions.

Activity 7
Assess and respond to behaviours of concern, which may include:
- inappropriate behaviours (such as sexualised behaviour, tantrums, biting, hitting, etc)

Group 2
You are required to document your experiences and collect other relevant evidence of doing the following activities.
You must ensure that your evidence shows you working with at least three different children of various ages, one of which must be a toddler.

Activity 8
Develop a nurturing and securely attached relationship with each baby/toddler, including:
- How your relationship is developing, what strategies you have put in place and your reflections on how successful this is

- How you settle babies and toddlers through observing, monitoring and appropriately interacting with them and their primary care givers

- How you engage in one-to-one interactions with babies and toddlers during daily routines
How you identify and respond to signs of distress, hunger, pain and tiredness .

Activity 9
Support the learning of these babies and toddlers, including:
How you support the learning of each baby/toddler:
How you respond to babies' and toddlers' cues and language
- How you initiate and model language
- How you provide stimulating environments that support skill development and how you change these environments to support changing needs
- How you encourage and respond to exploratory behaviour
- How you encourage attempts towards new skills, including sitting, crawling, rolling over and walking
- How you provide opportunities to develop self-knowledge and awareness
How you contribute to their emotional and psychological well-being
- How you make sure learning environments are safe.

Assessment Task 4: Workplace observations

Your trainer/assessor will arrange to observe you at your workplacement service to assess the practical requirements of the units of competency in this cluster.

The practical assessment requirements for this cluster require that you demonstrate working with babies and infants (0-2 years), and also older children aged between 2-6 years.

Therefore the workplace assessment requirements for this cluster will be broken up to suit your situation and will normally be conducted over at least two visits. For example, if you are working only with babies at the time of your visit, then your trainer/assessor will observe the skills in relation to babies only and the skills relating to older children will be done at a future visit when you are working with the older age groups.

Your trainer/assessor will discuss the details with you and your work placement supervisor to ensure arrangements are made to see you working with the range of different age groups.

Your trainer/assessor will arrange to visit you in the morning so they can observe your interactions with families during the morning drop-off (and pick-ups where relevant) and confirm your ability to manage the separation and settling of children. Your trainer/assessor will also need to see your involvement in the provision of food and drink, so the visit will also incorporate a meal time.

You will be provided with a copy of the observation checklist that your trainer/assessor will use to assess your performance. You must ensure you show the skills required in the checklist in order to be marked as satisfactory for this task. A summary of the requirements are listed under each of the tasks below.

Your trainer/assessor will need to observe you completing the following tasks.
In relation to children aged 2-6 years

1. Welcome at least three different children into the care setting (between 2-6 years of age). Your trainer/assessor will be looking to see that you do the following:
- Create a welcoming atmosphere
- Make yourself available to provide information to parents throughout pick-up and drop-off times and respond appropriately to any questions
- Observe parents and children for signs of stress or distress and respond appropriately
- Settle new arrivals appropriately through use of interactions, minimising abruptness of separation and encouraging parents to take as much time as needed to separate

2. Set up and supervise activities for at least three different children (between 2-6 years of age).
You will need to demonstrate during the visit the setting up and supervision of range of activities. You should have a plan for what these activities will be for the day prior to your assessor's arrival. The activities must include indoor and outdoor activities that are appropriate to the stage of development, culture and individual needs of the children. You should ensure that you have incorporated physical activity as well. If the variety of activities cannot be seen on the day of your trainer/assessor's visit due to weather or other factors, then your trainer/assessor will observe what they can on the day and observe the remaining requirements at a future visit. Your assessor will be looking to see that you do the following:
- Support children's play in an unhurried and safe manner
- Allow opportunity for challenges and appropriate risk taking
- Involve children in decision making.

3. Provide meals and drinksfor at least three different children (between 2-6 years of age).
During the visit, you will need to demonstrate the provision of food and drink to the children. Your trainer/assessor will be looking to see that you do the following:
- Have hygienic practices
- Encourage healthy eating
- Have a relaxed and unhurried routine
- Supervise and role model good mealtime practices.

4. Toileting for at least three different children (between 2-6 years of age).
Your trainer/assessor will observe you managing toileting requirements as part of your routine duties of working with children. Your assessor will be looking to see that you do the following:
- Assist children according to their needs
- Have hygienic practices
- Maintain dignity/privacy of the child
- Respond to accidents appropriately.

In relation to children aged 0-24 months (0-2 years):

5. Transitioning at least three different babies and infants (one must be a toddler) into the care setting. Your trainer/assessor will be looking to see that you do the following:
- Create a welcoming atmosphere
- Make yourself available to provide information to parents throughout pick up and drop off times and respond appropriately to questions
- Observe parents and children for signs of stress or distress and respond appropriately
- Settle new arrivals appropriately through use of interactions, minimising abruptness of separation and encouraging parents to take as much time as needed to separate.

6. Interact effectively with at least three different babies and infants and manage and modify the environment for sleep and play (one must be a toddler).
As part of your routine duties, your trainer/assessor will observe your interactions with babies and infants. You must also show how you set up, manage and modify the environment appropriately to cater for play and sleep routines. Your trainer/assessor will be looking to see that you do the following:
- Set up the physical area to provide relaxed, flexible and safe atmosphere that supports skill development
- Respond to cues and language
- Encourage new skills
- Initiating and modelling language
- Provide opportunities for development of self-knowledge and awareness
- Contribute to the emotional and psychological wellbeing
- Use routines and rituals
- Provide opportunities for rest/sleep.

7. Feeding at least three different babies and infants(one must be a toddler).
As part of your routine duties, your trainer/assessor will need to observe you feeding babies and toddlers, including the preparation of formula and breast milk. Your assessor will be looking to see that you do the following:
- Have hygienic practices
- Correctly prepare formula or breast milk and feed baby
- Have a relaxed and unhurried routine
- Provide appropriate solid food and finger food.

8. Toileting and nappy changes for at least three different babies and infants (one must be a toddler).
Your trainer/assessor will observe you managing toileting requirements and nappy changes as part of your routine duties. Your assessor will be looking to see that you do the following:
- Have hygienic practices
- Use nappy changes as an opportunity to interact with babies
- Assist children in learning to use the toilet.

Assessment Task 5 - Supervisor report

Your work placement supervisor must observe your skills during your placement and provide feedback on your performance to your assessor using the checklist included in the Supervisors Booklet. You have been provided a copy of the Supervisors Booklet which outlines observations required and must be submitted to your work placement supervisor for completion and submitted with your assessment.