Learning Outcome 1 Comfort Infants and Toddlers Contents:: Date Developed: December 5, 2018 Document No

LEARNING OUTCOME 1 COMFORT INFANTS AND TODDLERS
CONTENTS:
 The Dependent nature of infants/toddlers
 Signs of infants/toddlers’ distress
 Basic infant care
ASSESSMENT CRITERIA:
1. Tools and equipment prepared according to the need of the
infant/toddler
2. Distressed infants and toddlers responded to based on appropriate
methods, activity and non-verbal cues
3. Infants and toddlers picked-up and cuddled according to procedure
CONDITIONS:
Students/trainees must be provided with the following:
 A childcare workplace
 Facilities equipment and materials relevant to the unit of competency
ASSESSMENT METHODS:
 Reporting / Discussion
 Roleplay
 Practical/Performance Test
Document No.
Date Developed:
CAREGIVING NC December 5,
II 2018 Issued by:
Provide care and Developed by:
support to infants Page 10
Mariechu Y. Revision #
and toddlers Manalo ___
LEARNING EXPERIENCES
Learning Outcome 1
Comfort infants and toddlers
Learning Activities Special Instructions
Read Information Sheet 1.1-1 on In this learning outcome, you shall

The Dependent Nature of comfort infants and toddlers. To be
Infants/Toddlers. able to do this, you must analyze and
understand the following:
Answer Self-Check 1.1-1. 1. The dependent nature of

infants/toddlers
Compare answers with Answer Key
2. Signs of infants/toddlers’
1.1-1. distress
3. Basic infant care
Perform Task Sheet 1.1-1 on
Dependent Nature: Infant and Go through the Information Sheets
Toddler. and answer the Self-Checks to
ensure that knowledge contents of
the standards in Competency-based
Evaluate your output using
Training are acquired. You are
Performance Criteria Checklist 1.1-1.
required to get all answers correct. If
not, read the information sheets
again to answer all questions
Read Information Sheet 1.1-2 on
correctly.
Signs of Infants/Toddlers’ Distress.
You will discuss the different

Answer Self-Check 1.1-2.
milestones from birth to being a
Compare answers with Answer Key toddler.
1.1-2.
You will do a role play showcasing

Perform Task Sheet 1.1-2 on Signs the different reasons of distress and
of Distress. how to detect them.
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Evaluate your output using Present your work to your trainer for
Performance Criteria Checklist 1.1-2. evaluation.
Read Information Sheet 1.1-3 on

Basic Infant Care.
Answer Self-Check 1.1-3.

Compare answers with Answer Key
1.1-3.
Perform Task Sheet 1.1-3 on Giving

and Infant massage
Evaluate your output using

Performance Criteria Checklist 1.1-3.
After doing all the activities of

this LO, you are ready to move on
to the next LO on Bath and Dress
Infants and Toddlers.
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Information Sheet 1.1-1
The Dependent Nature of Infants/Toddlers
Learning Objective:
After reading this information sheet, you must be able to understand the
dependent nature of infants/toddlers.
Dependence VS Nature
Some animals come into this world more self-

sufficient than others.
Many can fend for themselves without any

parental supervision almost immediately —
picture baby sea turtles hatching on the sand and
then somehow finding their way to the ocean.
Other animals, like newborn giraffe calves, are

able to clamber upright and walk around on their
own within hours of birth.
Human babies, however, are a different story.
NOTE:
These terms are often used interchangeably: Stages of Early Childhood
1. Baby - used to refer to any child from birth to age 4.

2. Newborn - refers to babies from birth to about two months of age.
3. Infants - babies from two months to one year old.
4. Toddlers - babies from one year to four years of age.
5. Children – a general term for a person, male or female, usually under ten.
Others may have different definitions of these terms. For example, some people
may consider toddlers to be 18 months old to 3 years old, and a 4-year-old might
be considered a preschooler.
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Developmental Milestone
Caregivers show their care and concern to infant, toddlers and children in the way they
handle, feed and touch them. A newborn communicates his needs generally by crying. He
cries when he is hungry, wet or uncomfortable. A caregiver who is sensitive to the
developmental changes and needs of the baby would be able to recognize if the infant is
hungry or wet by just listening to the baby’s cry and by looking at his/her cues.
Example, for the first two months of life, they can't lift their heads without help. They
usually roll over for the first time at about 4 months, and sit up at around 6 months. They
usually start standing at about 9 months, and take their first tentative steps at around 1 year
old.
 Physical Growth
AGE PHYSICAL GROWTH
NEONATE Weight gain is 1 oz./day for the first 6 months, doubles
(Birth- 1 by 6 months, and triple by 1 year. Height, average: 20
month) inches, Doubles by 4 years, triples by 13 years.
INFANT
Height: grows about 1 inch/month
1-3 months
Posterior fontanel closes at 1-3 months
Weight: birth weight doubles by 6 months
First 2 deciduous teeth appears (lower central incisor)
3-6 months
Saliva production is greater than ability to swallow,
drooling
Triples birth weight by 12 months
First deciduous teeth appear at about 6 month: lower
central incisors; 8 months: upper central incisor
6- 15 months
By 12 months: 6 teeth
By 15 months: 8 teeth
Anterior fontanel closes by 15 months
Weight gains slows to 4-5 pounds/ year until 5 years
Teeth: 18 months (12)
TODDLER
24 months (16)
3 years (20 teeth)
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Being good observers will help us connect with children. The more we observe how
individual infants and toddlers interact, how they use non-verbal and verbal cues, and how
they communicate emotional signals, the easier it will be for us to match the child’s
interaction style. For infants and toddlers especially, these all means that they must be
supervised at all times.
 Motor Development
AGE MOTOR DEVELOPMENT
Nervous reflexes: Moro, sucking, tonic neck, gag, grasp, rooting, cry, sneeze,
NEONATE swallow
(Birth- 1
Sight: focuses
month)
Movement: Raises head unstably, turns head from side to side
Movements: diffuse and random
Imitates facial expressions
INFANT
2 months: holds a rattle, raises head to 45 degrees
1-3 months
3 month: may roll over, raises chest and head off bead
Eyes follow objects
3-4 months: turns side to back
4 months: rooting and Moro reflex disappear
INFANT
5 months: tonic neck reflex disappears, rolls to back from abdomen
3-6 months
6 months: sits with support
Palmar grasp disappears
7 months: sits alone without support, plays with toes, puts into mouth
8 months: uses thumb to grasp objects
9 months hand to mouth coordination
Crawl and creeps
INFANT 10 months: if supported, make stepping movements
6- 15 months 11 months, stands erect, holding on
12 months: walking without holding on
15 months: walking without holding on
Uses spoon ineptly
Build tower of 2 blocks
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2 years: walks well
Climbs stairs one at a time
Builds tower of five blocks
Drinks from a cup with one hand
Puts spoon in mouth without turning it
TODDLER 3 years: climbs stairs with alternate steps
Builds tower of nine blocks
Feeds self easily
Uses scissors , string beads
Dresses self, unbuttons and buttons
Bowel and bladder control begun
Being good observers will help us connect with children. The more we observe how
individual infants and toddlers interact, how they use non-verbal and verbal cues, and how
they communicate emotional signals, the easier it will be for us to match the child’s
interaction style. For infants and toddlers especially, these all means that they must be
supervised at all times.
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SELF-CHECK 1.1-1
I. VOCABULARY: Define the following terms.
1. Baby
2. Newborn
3. Infants
4. Toddlers
5. Children
II. ESSAY: In 2-3 sentences, provide your insight about the statement given
below.
“Being good observers will help us connect with babies/ children.”
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ANSWER KEY 1.1-1
I. VOCABULARY: Define the following terms.
Sample Answers:
1. Baby - used to refer to any child from birth to age 4.

2. Newborn - refers to babies from birth to about two months of age.
3. Infants - babies from two months to one year old.
4. Toddlers - babies from one year to four years of age.
5. Children – a general term for a person, male or female, usually under ten.
II. ESSAY: In two to three sentences, provide your insight about the
statement given below.
“Being good observers will help us connect with babies/ children.”
(Answers may vary.)
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TASK SHEET 1.1-1
TITLE: Dependent Nature: Infant and Toddler
Performance Objective: After reading the information sheet on “The

Dependent Nature of Infants and Toddlers”, the students must be able to
discuss the different milestones from birth to being a toddler.
Supplies/Materials :
 Paper
 Pen
Equipment :
 Projector
 Computer
SITUATION: The trainees will do a report discussing the different milestones
from birth to being a toddler.
Objective: The trainees must be able to discuss the different milestones

Steps/Procedure:
1. The trainees will form groups of 5.
2. Each group will choose an age group and discuss the different milestones
3. The trainees are given 30 minutes to create a simple presentation
discussing the different milestones from birth to being a toddler.
4. As a group, the trainees will be presenting their report and all members
will be assigned parts to discuss.
5. After the reporting, the facilitator will ask questions about their report.
Assessment Method: Reporting / Discussion
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Performance Criteria Checklist
Task Sheet 1.1-1

Dependent Nature: Infant and Toddler
Trainees’ Name:
Date:
CRITERIA Yes No
1. The trainee was able to make a presentation about the different
milestones from birth to being a toddler.
2. The trainee was able to report and discuss his/her presentation
accurately.
Example:
Age Groups VS Developmental Milestone:
 Neonate (Birth – 1 month)
 Infant
o 1 – 3 months
o 3 – 6 months
o 6 – 15 months
 Toddler
3. The trainee was able to report in an organized manner.

4. The trainee was able to work together in a team.
Comments/Suggestions:
Trainer: Date:
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Performance Assessment
Task Sheet 1.1-1
Dependent Nature: Infant and Toddler
Trainees’ Name:
Date:
ORGANIZATION COLLABORATION CONTENT PRESENTATION TOTAL AVERAGE
PERFORMANCE ASSESSMENT SCALE

CRITERIA GRADE 1 GRADE 2 GRADE 3 GRADE 4
The presentation The presentation had There were minimal The presentation
was well organized, organizing ideas but signs of organization lacked organization
well prepared and could have been much or preparation. and had little
ORGANIZATION
easy to follow. stronger with better evidence of
preparation. preparation.
The teammates The teammates The teammates The teammates never

always worked worked from others’ sometimes worked worked from others’
from others’ ideas. ideas most of the time. from others’ ideas. ideas. It seems as
It was evident that And it seems like every However it seems as though only a few
COLLABORATION all of the group did some work, but though certain people worked on the
members some people are people did not do as presentation.
contributed equally carrying the much work as
to the presentation. others.
presentation.
Presentation had Presentation had a Presentation had Presentation
an exceptional good amount of moments where contained little to no
amount of valuable material and benefited valuable material valuable material.
CONTENT material and was the class. was present but as a
extremely whole content was
beneficial to the lacking.
class.
Presenters were all Presenters were Presenters were not Presenters were
very confident in occasionally confident consistent with the unconfident and
delivery and they with their presentation level of confidence/ demonstrated little
did an excellent job however the preparedness they evidence of planning
PRESENTATION
of engaging the presentation was not showed the prior to
class. Preparation as engaging as it could classroom but had presentation.
is very evident. have been for the some strong
class. moments.
Trainee’s signature:____________________ Trainer’s signature:____________________
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Signs of Distress
Learning Objective:
After reading this information sheet, you must be able to assess
infants/toddlers’ needs appropriately.
Cues vs. Cries
Did you know that babies use cues to communicate with us? Cues are signs or signals that
babies use to communicate their needs, feelings or interests. They might gesture, point,
vocalize, or use facial expressions.
What do you think is causing Tyler to become

distressed?
A good thing to check first is that Tyler is not in

pain or discomfort. Check that his nappy pins
haven’t come undone, his bed is still comfortable
and tucked in, and he doesn’t have any insect or
spider bites. Next, check if Tyler could be too hot
or cold. His clothing seems okay as he is wearing
Tyler is screaming loudly. His
a singlet and nappy to sleep as the weather is
face is screwed up and going
red, and he is waving his fists quite warm, and he only has a sheet and light
around. blanket in his cot. He doesn’t feel too hot or cold.
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Signs and Reasons of Distress
What else could it be causing Tyler’s distress? Work through the resource below for further
ideas.
A. Reasons for Distress
Physiological Environment Physical discomfort Emotional state

state (physical)
 tired  crowded – in close  angry
 hungry proximity to  pleased
 wet/soiled
 thirsty others  afraid
  pain
 too hot – loud noises  excited
  bored
internal room temperature  frustrated
  lonely
temperature outdoor  relaxed
 too cold –  unpleasant
temperature  anxious
  physical
internal strangers  bored
temperature  contact
loss of attached  sad
 unwell person  happy
 out of routine  unpleasant
B. Signs of Distress
What do you think is the most common cue that babies use to communicate?
Crying!
Newborn babies can spend about 6 to 7 percent of their day crying. All babies are
different, some may cry frequently and others only occasionally.
Remember, babies don’t cry to annoy or irritate you! They cry to let you know that
they need something. It’s just their way of communicating.
Speaking to people who have children is a great way to find out about crying and
how to deal with it. The more people you speak to, the more you will learn!
Each child is an individual, so you will find people’s experiences can be quite
different. You may find that children within the same family are quite different in
the way they communicate and how much they cry.
There are many ways that babies and toddlers show distress. As a caregiver, you
will learn to recognize these signs.
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The following are non-verbal cues that indicate infant and toddler distress:
C. Other Signs of Distress
Infants Toddlers
 A change in eating behavior – eating more/less/using

fingers
 A change in physical behaviors – throwing toys/throwing
self on the floor, biting, pushing, hitting, kicking,
 crying – high pitch screaming, yelling
 whimpering  Clinging to an adult
 grizzling  Wanting to be held
 squirming  Not exploring the environment
 appearing withdrawn  Tugging at clothing
 difficulty  Not playing or not playing creatively
sleeping/feeding  Repetitive replaying of trauma
 lack of eye contact  Difficulty sleeping
 clinging to adults  Speech difficulties (such as stuttering)
 wanting to be held  Toilet training difficulties
 Nervous tics (such as coughing)
 Excessive masturbation
 Throwing toys
 Regression of self-help skills
(in toilet training, in language, in all behaviors)
Speak to your family members about what you were like as a

baby. Were you similar to your siblings? If you have children of
your own, reflect back to see if your children were different
from each other or from their cousins.
Observe the differences and similarities that can occur

between different children. Record your findings in your
notebook.
It is important to realize that babies and toddlers don’t just show these types of
behavior when they are distressed – there may be another reason or there may be
no reason at all. They may just be tired, fed up, worn out, or it may be perfectly
normal behavior for that child!
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Recognizing the Signs
Parents and family members are a good way of finding out more about a baby’s cues
and cries. They spend a lot of time caring for their child and get to recognize what
the child is trying to communicate.
Some other ways you can get to know a baby’s cues are by:
 playing and interacting with them

 observing them in different situations
 participating in their daily routines
 talking to other caregivers who have cared for them
 taking note of their efforts to communicate, and what they mean
There are many things that might distress a baby. Which of the
following do you think could cause a baby to cry?
anxious tired
frustrated uncomfortable
angry wet/soiled
afraid in pain
hungry sad
thirsty bored
hot or cold pleased
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SELF-CHECK 1.1-2
I. MULTIPLE CHOICE: Write the letter of the correct answer on the space
provided before each item.
1. These are signs or signals that babies use to communicate their needs, feelings or
interests.
a. cries b. cues c. dues
2. Asking them can be a good starting point in recognizing what a baby is trying to
communicate.
a. relatives b. friends c. family members
3. They can spend about 6 to 7 percent of their day crying.
a. newborn babies b. young children c. infants
4. Speaking to people who have them is a great way to find out about crying and how to
deal with it.
a. children b. brothers c. sisters
5. Observe these that can occur between different children.
a. developments b. problems c. differences and
similarities
6. They and family members are a good way of finding out more about a baby’s cues and
cries.
a. friends b. parents c. siblings
7. This can often be a cause of distress for young children.
a. stress b. anxiety c. fear
8. This occurs when a baby or child is separate from a family member or caregiver.
a. separation fear b. separation stress c. separation anxiety
9. They often struggle between wanting to be independent and wanting to stay close to
their parents or caregiver.
a. infants b. children c. babies
10. Some children have this, like a special blanket or soft toy or dummy, which can help
them to feel secure.
a. comforter b. pillow c. toy
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ANSWER KEY 1.1-2
I. MULTIPLE CHOICE: Write the letter of the correct answer on the space
provided before each item.
1. a
2. c
3. a
4. a
5. c
6. b
7. b
8. c
9. a
10. a
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TASK SHEET 1.1-2
TITLE: Signs of Distress
Performance Objective: After reading the information sheet on “Signs of

Distress ”, the students must be able to create a role play showcasing the
different reasons of distress and how to detect them.
Supplies/Materials :
 Paper
 Pen
 Props
Equipment : NONE
SITUATION: The trainees will do a role play showcasing the different

reasons of distress and how to detect them.
Objective : The trainees must be able to showcase the different reasons of

distress and how to detect them.
Steps/Procedure:
1. The trainees will form groups of 5.
2. The trainees are given 30 minutes to create a simple role play
showcasing the different reasons of distress and how to detect them.
3. As a group, the trainees will be presenting their role play and all
members must have a role play.
4. After the role play, the facilitator will ask questions about their
presentation.
Assessment Method: Role Play / Reporting / Discussion
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Task Sheet 1.1-2

Signs of Distress
Trainees’ Name:
Date:
CRITERIA Yes No
1. The trainee was able to make a simple role play showcasing the
different reasons of distress and how to detect them.
2. The trainee was able to perform her role effectively.
3. The trainee was able to deliver accurate information about the

topic.
4. The trainee was able to work together in a team.
Trainer: Date:
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Task Sheet 1.1-2
Signs of Distress
Trainees’ Name:
Date:
NON- IMAGINATION
PARTICIPATION CHARACTER PURPOSE VERBAL AND TOTAL AVERAGE
CUES CREATIVITY
CRITERIA GRADE 1 GRADE 2 GRADE 3 GRADE 4

Always willing Usually willing and Sometimes Rarely willing
and focused focused during willing and and focused
PARTICIPATION
during group group work and focused during during group
work and presentation. group work and work and
presentation. presentation. presentation.
Convincing Competent Adequate Limited
communication communication of communication communication
of character’s character’s feelings, of character’s of character’s
CHARACTER
feelings, situations and feelings, situation feelings, situation
situation and motives. and motives. and motives.
motives.
Purpose is Purpose is clearly Purpose is Purpose is
clearly established and established but vaguely
PURPOSE established and generally may not be established and
effectively sustained. sustained. may not be
sustained. sustained.
Impressive Good variety of Satisfactory Limited variety of
NON- variety of non- non-verbal cues is variety of non- non-verbal cues
VERBAL CUES verbal cues is used in a verbal cues used are used in a
used in an competent way. in an acceptable developing way.
exemplary way. way.
Choices Choices Choices Choices
demonstrate demonstrate demonstrate demonstrate little
IMAGINATION insight and thoughtfulness and awareness and awareness and
& powerfully completely enhance developing do little to
CREATIVITY enhance role role play. Acceptably enhance role
play. enhance role play.
play.
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Basic Infant Care
Learning Objective:
After reading this information sheet, you must be able to respond
appropriately to the infants/toddlers’ needs.
Caring for Distressed Infant

A. Crying
Crying is the only way infants can communicate
their needs.
Infants usually cry only when they are hungry,

wet or uncomfortable, or when they are
suddenly awakened from sleep. The character
of the infant’s cry is a good indicator of his
need:
 A fretful cry with fingers in the mouth and

flexed, tense extremities signals that the
baby is hungry
 A fretful cry accompanied by green stool
and passage of gas could be due to
indigestion
 A loud, insistent cry with legs flexed at the
knees and drawn to the abdomen signifies
gas pains or colic
 A whining cry signifies that the baby is ill,
premature or very weak
 A high shrill cry signifies injury to the
nervous system and increased intracranial
pressure
The important thing when your baby cries is to respond quickly and calmly, without making
a lot of anxious fuss: leaving him to cry will agitate him more. If your baby is crying for no
obvious reason, try one of the methods below to soothe him. However, your baby should
not become dependent of any of them. Never shake your baby, no matter how tired or
angry you feel.
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Seven ways to soothe your crying baby:
Offer a feed. This is the most effective way to soothe him – even if that
means frequent feeds throughout the day, and also at night. If your baby is
bottle-fed, and sucks hungrily at his feeds with short gaps between bottles,
try offering him cool boiled water in a sterile bottle – he may be thirsty.
Rock him rhythmically. Movement often comforts a fractious baby, and

may send him off to sleep. Rock him in your arms, and if he doesn’t
quieten, try rocking faster. Of just jig him up and down by shifting from
foot to foot, perhaps with your baby in a sling on your tummy.
Pat him. Rhythmically patting and rubbing his back or tummy will often
calm him down, and may help him to bring up wind. It may comfort him
when you first put him down to change his nappy, too.
Cuddle him. Very often this will be just the sort of loving contact your baby
needs to calm down and stop crying. It may have been the wind that was
making him cry. If he has been passed around for friends and relatives to
hold, he may have become overstimulated, and just wants a few quiet
moments being cuddled.
Carry him. If your baby is crying because or something you’ve had to do to

him – changing his nappy, bathing, or dressing him, for example – this may
be the best way to calm him, and will probably even send him off to sleep.
Give him something to suck. Almost all babies are soothed by sucking.
Your clean little finger will probably work like magic. He may well suck his
own fist from an early age. You could even use a natural-shaped dummy,
but remember to sterilize it before every use.
Distract your baby. Something to look at may make your baby forget why
he was crying. Bright, colorful patterns may fascinate him: he will often
gaze intently at postcards, wallpaper, or your clothes. Faces and mirrors
are also excellent distractions.
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Handling and Carrying
When handling infants, one important point that should
always be considered is that infants have no real control
of head movements and so the head, being also so large
and heavy must always be supported properly. The
baby should not be lifted by the arms until 3 months old
when head stability is attained. At three months,
grasping the trunk below the arms can lift the baby.
It is also important that the baby be made aware before

she/he is picked up. Encourage the parents to talk to
the baby first and to avoid quick movements when
handling the baby that can be startling or upsetting.
A. Four Best Ways to Carry a Baby
CRADLE CARRY
Used for small infants, the cradle carry lets mother cradle the
baby in one of her arms as she walk.
SHOULDER CARRY
Some babies are more comfortable resting on a shoulder. The
head should be supported until the baby has learned to carry
his or her own head.
HIP CARRY
The hip carry is for older babies who have mastered head and
neck control.
FRONT-FACE CARRY
Place one arm under the baby’s buttocks, and wrap the other
arm around her chest to hold her close. That way, baby can
face the world around him/her.
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B. Picking up a newborn baby
1. To pick up your baby, slide one hand under her lower back and bottom and the other
under her head and neck.
2. Lift her gently and slowly so that her body is supported and her head can’t loll back.
3. Carefully transfer her head to the crook of your elbow or your shoulder so that it
remains supported.
C. Putting your baby down
1. Put one hand underneath her head and neck, and then hold her under the bottom
with the other. Lower her slowly, gently supporting her until the mat or mattress is
taking her weight.
2. Slide your nearest hand out from under her bottom. Use this hand to lift her head
down gently. Don’t let her head fall back on to the surface, or jerk your arm out
quickly.
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Safety First
You will often want to lay your baby down for a few moments, either for her own
amusement, or because you need to do something. Whether in your own home or visiting
family or friends, follow the simple precautions given below to ensure that your baby keeps
safe and sound all the time.
1. Never leave your baby unsupervised.

2. Never place your baby’s chair, basket, or carrycot on a raised surface – only the floor
will be completely safe.
3. Never put your baby next to a radiator, fire, or open window. She may burn herself
or over chill.
4. Never leave your baby alone with a dog, cat, or any other animal.
5. Never place your baby within reach of unstable furniture or other heavy objects. She
may pull them over and seriously hurt herself.
6. Leaving your baby’s favorite toys with her will keep her entertained – but take care
never to leave anything sharp in her reach. Avoid toys that are small enough to fit
into her mouth; or heavy enough to hurt her.
7. Until your baby is a little older and her immune system has had time to develop, it is
a safe practice not to expose her to a large group of people or other small children to
minimize the risk of infection.
NOTE:
These are the vocabularies you encountered:
1. Distressed - suffering from anxiety, sorrow, or pain.

2. Fretful - feeling or expressing distress or irritation.
3. Flexed - bend (a limb or joint).
4. Fractious - (typically of children) irritable and quarrelsome.
5. Overstimulated – hyperactive, to rouse to action or effort.
6. Nappy - a baby's diaper.
7. Soothe - gently calm (a person or their feelings).
8. Sterilize - make (something) free from bacteria or other living
microorganisms.
9. Loll - sit, lie, or stand in a lazy, relaxed way.
10. Loft - kick, hit, or throw (a ball or missile) high up.
Document No.
Date Developed:
II 2018 Issued by:
Tools and Equipment
Given below is a list of some tools and/ or equipment recommended for all childcare
programs:
Infant bed
- (commonly called a cot in British

English, and, in American English, a
crib or cradle, or far less commonly,
stock) is a small bed especially for
infants and very young children.
- Infant beds are a historically recent
development intended to contain a
child capable of standing. The cage-
like design of infant beds restricts the
child to the bed. Around two or three
An infant bed with raised mattress, mobile
and now-discouraged traditional crib bumpers
years of age, children are able to
climb out and are moved to a toddler
bed to prevent an injurious fall while
escaping the bed.
Blanket/comforter
- a thick quilted bedcover
Document No.
Date Developed:
II 2018 Issued by:
Infant carrier
- any device used to carry a newborn or
young child on the chest or the back
of an adult. Poor design or misuse of
such devices may pose a risk of
suffocation to the child.
Stroller
- a small vehicle with four wheels in

which a baby or child is pushed
around
Bassinet
- an oblong basketlike bed for an infant

- a basket with a hood over one end, for
use as a baby’s cradle
- a basket (usually hooded) used as a
baby’s bed
Mobile toys for the crib
- hanging structures that support baby

toys and objects that stimulate and
entertain your baby
Document No.
Date Developed:
II 2018 Issued by:
Infants/Toddlers toys
- objects, often small representations of

something familiar, as animals or
persons, for children to play with;
plaything
Nursery rhymes
- short, rhymed poems or tales for

children
- short, traditional verses or songs for
children
Storybooks
- books containing a collection of stories

- (usually for children)
Document No.
Date Developed:
II 2018 Issued by:
SELF-CHECK 1.1-3
I. IDENTIFICATION: Write the correct answer before each of the

descriptions of tools and equipment for infant care. Choose the answer from
the box below.
stroller pacifier storybooks

mobile toys blanket/comforter infant beds
nursery rhymes baby dummy milk bottle
infant carrier infants/toddlers toys bassinet
1. These are a historically recent development intended to contain a child capable of

standing.
2. This is a thick quilted bedcover.
3. Any device used to carry a newborn or young child on the chest or the back of an adult.
4. A small vehicle with four wheels in which a baby or child is pushed around.
5. It is a basket with a hood over one end, for use as a baby’s cradle.
6. These are hanging structures that stimulate and entertain your baby.
7. These are objects, often small representations of something familiar, as animals or

persons, for children to play with.
8. These are short, rhymed poems or tales for children.
9. This is also known as a binky, soother (Canadian English) or teether, is a rubber, plastic
or silicone nipple given to an infant to suck upon.
10. These are books containing a collection of stories (usually for children).
Document No.
Date Developed:
II 2018 Issued by:
ANSWER KEY 1.1-3
I. IDENTIFICATION: Write the correct answer before each of the

descriptions of tools and equipment for infant care. Choose the answer from
the box below.
1. Infant beds
2. Blanket/comforter
3. Infant carrier
4. Stroller
5. Bassinet
6. Mobile toys
7. Infants/Toddlers toys
8. Nursery rhymes
9. Baby dummy
10. Storybooks
Document No.
Date Developed:
II 2018 Issued by:
TASK SHEET 1.1-3
TITLE: Giving an infant a massage
Performance Objective: After reading the information sheet on “Basic

Infant Care”, the students must be able to perform the steps on how to give
an infant a massage.
Supplies/Materials : NONE
Equipment :
 Baby Blanket
 Face towel/Towelette
 Baby oil
SITUATION: The trainees will do a return demonstration of giving an infant
a massage.
Objective : The trainees must be able to give an infant a massage

accurately.
Steps/Procedure:
1. The trainees are given 5 minutes to review and practice the procedure.
2. The trainees will prepare the necessary materials and equipment needed
for the return demonstration.
3. The trainees will be performing the procedure individually and will be
graded accordingly.
Assessment Method: Practical/ Performance Test
Document No.
Date Developed:
II 2018 Issued by:
Task Sheet 1.1-3

Giving an infant a massage
Trainees’ Name:
Date:
PROCEDURE DONE NOT DONE

I. Preparation
1. Assumed hand washing.
2. Made sure the room is warm, the baby is quiet, well-
rested and alert, and you’re relaxed.
3. Smoothed a few drops of baby massage oil or simple
moisturizer into warm hands.
4. Undress the baby properly.
5. Positioned the baby in a comfortable place in the bed.
II. Giving a massage
A. Face and Neck
1. Massage baby’s face.
2. Stroked from the middle of baby’s forehead, down the
outside of her face and in towards her cheeks.
3. Massaged the scalp in small circles.
B. Upper Body
1. Started upper body massage with hands on baby’s
shoulders, making circular motions with fingertips.
2. Made gentle strokes in towards the chest.
3. Massaged baby’s arms from the shoulders down
towards the wrists with your forefinger and thumb
forming the shape of a ring encircling the baby’s arm.
4. Avoided getting oil on baby’s hands.
5. If baby’s tummy feels soft:
 Massaged the belly with circular, clockwise
strokes.
6. If baby’s cord hasn’t healed:
 Avoided the belly button area.
7. Didn't put pressure on baby's diaphragm.
C. Back
1. Turned the baby onto prone position and used long,
smooth strokes from head to toe.
2. Gently rested a warm hand over her spine.
Document No.
Date Developed:
II 2018 Issued by:
3. Used fingers in a circular motion on baby’s buttocks.
4. Massaged one at a time while gently holding the
opposite ankle to keep baby steady.
5. Moved hands on back in one direction only towards her
feet.
D. Legs and Feet
1. Used firm, gentle, slow strokes from heel to toe.
2. Placed very delicate pressure on each toe.
3. Pressed gently, and with a circular motion on the baby’s
heels.
4. Did long smooth strokes up baby’s leg.
5. Massaged from ankle up to thigh and over hip.
6. Massaged both legs at once. (This can also be done one
at a time.)
7. Held baby’s leg under the knee and gently pressed it
towards the tummy to help release wind.
8. Avoided the genital area.
III. During the massage
1. Talked to the baby in soothing voice to help baby to
relax and provide more stimulation.
2. Allowed the baby to change in different positions
during the massage.
3. Kept the baby warm and covered body parts not being
massaged.
IV. Aftercare
1. Wiped away excess oil from the baby’s body.
2. Dressed the baby properly and positioned comfortably.
TOTAL SCORE:
EVALUATED BY: DATE:
Trainer: Date:
Document No.
Date Developed:
II 2018 Issued by:
Task Sheet 1.1-3
Giving an infant a massage
Trainees’ Name:
Date:
SKILLS TECHNIQUE SAFETY COMMUNICATION TOTAL AVERAGE

CRITERIA 4 3 2 1
Consistently Demonstrates ability Inconsistently Inconsistently
demonstrates ability to perform skills demonstrates ability to demonstrates ability to
to perform skills previously learned. perform skills previously perform skills previously
SKILLS previously learned Requires moderate learned. Requires learned. Has
with minimal or no instructor maximum instructor demonstrated unsafe
instructor assistance assistance or assistance or cueing. patient care.
or cueing. cueing.
Consistently Demonstrates Inconsistently Inconsistently
demonstrates knowledge of demonstrates knowledge demonstrates knowledge
knowledge of principles of of technique. Not able to of technique. Has no
principles of technique. Able to verbalize and perform recollection of technique
technique. Able to verbalize and technique. Requires or procedure. Has
TECHNIQUE
verbalize and perform perform technique maximum instructor demonstrated unsafe
technique with with moderate cueing or feedback. patient care. Below level
minimal or no instructor cueing or of safety.
instructor cueing or feedback.
feedback.
demonstrates knowledge of safety. demonstrates knowledge demonstrates knowledge
knowledge of safety. Keeps the patient of safety. Requires of safety. Has no
Keeps the patient safety in the maximum instructor recollection of patient
SAFETY safety in the forefront forefront of patient reminders or cueing. safety. Has
of patient care with care with moderate demonstrated unsafe
minimal or no instructor reminders patient care. Below level
instructor reminders or cueing. of safety.
or cueing.
demonstrates knowledge of demonstrates knowledge demonstrates knowledge
knowledge of therapeutic of therapeutic of therapeutic
therapeutic communication communication communication
COMMUNICATION
communication techniques with techniques. Requires techniques. Has
techniques with moderate instructor maximum instructor demonstrated unsafe
minimal or no cueing. involvement and cueing. patient care. Below level
instructor cueing. of safety.
Document No.
Date Developed:
II 2018 Issued by:

Learning Outcome 1 Comfort Infants and Toddlers Contents:: Date Developed: December 5, 2018 Document No

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LEARNING OUTCOME 1 COMFORT INFANTS AND TODDLERS

Read Information Sheet 1.1-1 on In this learning outcome, you shall

Answer Self-Check 1.1-1. 1. The dependent nature of

You will discuss the different

You will do a role play showcasing

Read Information Sheet 1.1-3 on

Answer Self-Check 1.1-3.

Perform Task Sheet 1.1-3 on Giving

Evaluate your output using

After doing all the activities of

The Dependent Nature of Infants/Toddlers

Some animals come into this world more self-

Many can fend for themselves without any

Other animals, like newborn giraffe calves, are

Human babies, however, are a different story.

1. Baby - used to refer to any child from birth to age 4.

I. VOCABULARY: Define the following terms.

“Being good observers will help us connect with babies/ children.”

I. VOCABULARY: Define the following terms.

1. Baby - used to refer to any child from birth to age 4.

“Being good observers will help us connect with babies/ children.”

(Answers may vary.)

TITLE: Dependent Nature: Infant and Toddler

Performance Objective: After reading the information sheet on “The

Objective: The trainees must be able to discuss the different milestones

Assessment Method: Reporting / Discussion

Task Sheet 1.1-1

3. The trainee was able to report in an organized manner.

ORGANIZATION COLLABORATION CONTENT PRESENTATION TOTAL AVERAGE

PERFORMANCE ASSESSMENT SCALE

The teammates The teammates The teammates The teammates never

Trainee’s signature:____________________ Trainer’s signature:____________________

Cues vs. Cries

What do you think is causing Tyler to become

A good thing to check first is that Tyler is not in

A. Reasons for Distress

Physiological Environment Physical discomfort Emotional state

C. Other Signs of Distress

 A change in eating behavior – eating more/less/using

Speak to your family members about what you were like as a

Observe the differences and similarities that can occur

 playing and interacting with them

TITLE: Signs of Distress

Performance Objective: After reading the information sheet on “Signs of

SITUATION: The trainees will do a role play showcasing the different

Objective : The trainees must be able to showcase the different reasons of

Assessment Method: Role Play / Reporting / Discussion

Task Sheet 1.1-2

2. The trainee was able to perform her role effectively.

3. The trainee was able to deliver accurate information about the

4. The trainee was able to work together in a team.

PERFORMANCE ASSESSMENT SCALE

CRITERIA GRADE 1 GRADE 2 GRADE 3 GRADE 4

Trainee’s signature:____________________ Trainer’s signature:____________________

Caring for Distressed Infant

Infants usually cry only when they are hungry,

 A fretful cry with fingers in the mouth and

Rock him rhythmically. Movement often comforts a fractious baby, and

Carry him. If your baby is crying because or something you’ve had to do to

It is also important that the baby be made aware before

A. Four Best Ways to Carry a Baby

C. Putting your baby down

Trainee’s signature: Trainer’s signature:

Trainee’s signature: Trainer’s signature:

Trainee’s signature: Trainer’s signature: