Professional Documents
Culture Documents
Toileting Nappy Changing
Toileting Nappy Changing
QUALITY AREA 2
TOILETING
AND NAPPY
CHANGING
PRINCIPLES
AND PRACTICES
Safe and hygienic practices LINKS TO THE NATIONAL In outside school hours care (OSHC)
ensure children experience QUALITY FRAMEWORK services, educators also need to
be mindful to ensure appropriate
toileting and nappy changing Toileting and nappy changing policies facilities and procedures are in place
that supports their health and procedures in education and care for all children including children with
services should be reflective of health, additional needs.
and well-being. Appropriate,
hygiene and safety guidelines from
respectful procedures and recognised authorities.
Consideration needs to be given to:
• privacy (for older children)
practices can promote learning
They should also be guided by the • health and hygiene
and capacity building. principles, practices and outcomes of • convenient access.
the approved learning frameworks and
“Children’s developing the National Quality Standard. NAPPY CHANGING AND
resilience and their ability to Ensuring toileting and nappy change TOILETING ROUTINES
take increasing responsibility routines are conducted in ways
In addition to meeting children’s
for self-help and basic that maintain hygiene standards,
physical needs, nappy changing and
with interactions that are warm and
health routines promote a responsive and support children's toilet training is an important time to:
sense of independence and learning links back to many quality • support children’s agency to develop
an understanding and control of
confidence.” areas. More directly under Quality Area
their own bodily functions
1, Quality Area 2 and Quality Area 5 of
(Early Years Learning Framework, p30 / the NQS in particular: • give children your full attention and
Framework for School Age Care, p29) build respectful, trusting and caring
Element 1.1.3: The program, including relationships
routines, is organised in ways that • interact with children using verbal
maximise opportunities for each and nonverbal communication
child's learning.
• build children’s understanding of
Standard 2.1 Each child's health is what is happening now and promote
promoted. their ability to predict what will
happen next in the routine
Element 5.1.1 Interactions with each • help children to develop and extend
child are warm, responsive and build their self-help skills.
trusting relationships.
There are a range of practical strategies to support children’s Effective, written policies that reflect recommended hygiene,
positive nappy changing and toileting experiences. These safety and infection control practices should underpin the
include: service’s procedures.
• allowing children to take their time, avoiding
To ensure that all stakeholders' voices are acknowledged,
pressuring them
policies and procedures need to be developed and reviewed
• responding to children’s cues and allowing them to be in consultation with children, families, management and
active participants in the process educators. They should also reflect ways the service aims to
• where possible, using the correct terms for going to the support and include children with additional needs.
toilet - ask families what words they use at home, as
consistent language between home and care will help While your service should respect the practices used at
children to understand and learn more easily home, the hygiene and safety practices used in the service
• being sensitive to individual children’s needs and styles, should be consistent with recommendations from recognised
and tailoring individual nappy change and toileting authorities.
procedures to each child
The procedures should also clearly set the expectations for the
• prompting children by asking or reminding them about interactions which can occur between children and educators
using the toilet during nappy changing and toileting times. Displaying nappy
• taking full advantage of every opportunity for a focused, changing and toileting procedures in the toileting and/
positive interaction with children during toileting and or nappy changing areas will help to ensure a consistent
nappy change times, however brief these might be approach.
• always being positive about toilet training so that your
encouragement is reinforced in your language and actions
• being respectful and sensitive to children's dignity and
rights to privacy (r 155 Education and Care Services
National Regulations).
October 2016 Quality Area 2 | Toileting and nappy changing principles and practices
WHAT TO CONSIDER FOR ASSESSMENT
AND RATING
Consider the following questions when
developing or reviewing your service’s Authorised officers may look for and discuss a range of
different interactions and situations which demonstrate
nappy change and toileting procedures.
that educators are supporting children’s wellbeing while
maintaining hygienic practices. They might also look for
how this is reinforced through the service’s policies and
Do the procedures:
the educational program.
• identify the role of the adult?
• explain how children are supervised? Observing:
• reflect recommended hygiene and safety • educators and children implementing appropriate
practices? hygiene practices in relation to hand washing, toileting,
• promote children’s self-help skills and nappy changing and cleaning of equipment
independence? • relaxed, positive nappy-changing and toileting routines
that are adapted to suit individual needs
• meet children’s individual needs?
• children being supported sensitively and positively
• ensure children’s privacy and dignity?
when they are learning to use the toilet.
• explain how to manage a toileting accident?
• outline the process of disposing of, storing and Discussing with educators about:
laundering of wet/soiled materials? • how educators work with families to support children’s
• incorporate children’s home toileting language toilet learning
and/or practices? • how services access information on current practice.
• explain how to clean nappy change and toileting
Sighting:
areas?
• nappy change and toileting procedures displayed
• outline the child’s role, for example, flushing the
• information about correct hand-washing procedures.
toilet, and independently undressing/ dressing
and hand washing.
October 2016 Quality Area 2 | Toileting and nappy changing principles and practices