CHCECE002 Theory Tasks v8

CHCECE002 Ensure the health and safety of children: Theory Tasks
CHCECE002
Ensure the health and safety of children
Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to ensure the health and safety of children.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Support each child’s health needs
 Element 2 Provide opportunities to meet each child’s need for sleep, rest and relaxation
 Element 3 Implement effective hygiene and health practices
 Element 4 Supervise children to ensure safety
 Element 5 Minimise risks
 Element 6 Contribute to the ongoing management of allergies
 Element 7 Contribute to the ongoing management of asthma
Assessment Requirements
 001: Children’s Health and Safety and Legislation
 002: Infection Control
 003: Provide a Safe Environment
 004: Accident Prevention
 005: Supervision
 006: Administration of Medications
 007: Promoting Children’s Health and Hygiene
 008: Asthma and Allergies
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Early Childhood Education and Care.
© ICCC Resources v8
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
 Presenting any work by another individual as one's own intentionally or unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used, including work
taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.
I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these tasks
is my own work.
I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment
Name: Signature: Date:
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Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of
developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service.
Workplace supervisors must authenticate these tasks have been completed, under supervision and to an
acceptable workplace standard for organisation policies and procedures.
Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.
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Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.
Core Documents
 Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education,
Early Childhood Development and Youth Affairs. Retrieved from:
http://www.legislation.nsw.gov.au/~pdf/view/regulation/2011/653/full (Accessed April 2017).
 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)
Additional Readings for this Unit
 Asthma Foundations of Australia. (2014). Asthma care plan for education and care services.
Retrieved from: https://assets.nationalasthma.org.au/resources/341-Asthma-Aus-Asthma-
Care-Plan-for-education-and-care-services.pdf (Accessed January 2018).
 Australasian Society of Clinical Immunology and Allergy Inc. (2017). Action Plan for Anaphylaxis –
For use with EpiPen® adrenaline auto injectors. NSW: NSW Government Ministry of Health.
Retrieved from:
https://www.allergy.org.au/images/stories/anaphylaxis/2017/Anaphylaxis_EpiPen_General_Action_P
lan_2017_WEB.pdf (Accessed January 2018)
 Department of Education and Training (2012). Health & Safety Checklist Playground Maintenance
Retrieved from Queensland Government:
http://education.qld.gov.au/health/pdfs/healthsafety/play-maintenance-checklist.pdf
(Accessed January 2018)
 Kidsafe NSW (2017) Moveable Play Equipment Retrieved from:

http://www.kidsafensw.org/imagesDB/wysiwyg/MoveablePlayEquipment2017.pdf
(Accessed January 2018)
 National Health and Medical Research Council. (2012). Staying Healthy: Preventing infectious
diseases in early childhood education and care services (5th ed.). ACT: Commonwealth of
Australia. Retrieved from:
http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_childc
are_5th_edition_0.pdf (Accessed January 2018).
 NSW Little Smiles. (2010). Dental Health Resource Package for Childcare Professionals. NSW:
Department of Health. Retrieved from:
http://www.health.nsw.gov.au/oralhealth/Publications/nsw-little-smiles.pdf (Accessed
January 2018).
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 The Royal Children’s Hospital. (2008). Safety Centre: Toy safety for pre-school. Retrieved from:
http://www.rch.org.au/uploadedFiles/Main/Content/safetycentre/03_Toy.pdf (Accessed
January 2018).
Blue Bay Model Policies
 Blue Bay Early Learning Centre. (2012). Emergency Evacuation Policy. Blue Bay Model Policies.
 Blue Bay Early Learning Centre. (2016). Medications Policy. Blue Bay Model Policies.
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001 Children’s Health and Safety and Legislation

CHCECE002 Ensure the health and safety of children
Element 3 Implement effective hygiene and health practices
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to (pp. 142, 152) of your reading:
 Guide to the National Quality Framework.

.
a) According to the Overview, what does Quality Area 2 of the National Quality Standard
reinforce?
Quality Area 2 of the National Quality Standard reinforces children’s right to experience quality education
and care in an environment that provides for their health and safety.
b) Quality Area 2 has two standards, list the 3 reasons these are crucial to delivering quality
outcomes for children.
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 Children’s health, comfort and wellbeing strongly impact on their learning, confidence and self-
growth
 All children have a right to safety and protection from harm
 Adequate supervision and effective management of incidents and emergencies are paramount at
all times to support children’s safety and engagement in the educational program.
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To complete this task refer to (p. 56) of your reading:
 Guide to the National Quality Standard.
a) NQS Element 2.1.2 Health practice and procedures, Effective illness and injury management
and hygiene practices are promoted and implemented, relates to the need for high
standards of hygiene to prevent the spread of infectious diseases. What might an assessor
observe in relation to children birth to three years of age?
 Educators implementing appropriate hygiene practices in relation to hand washing,

toileting, nappy changing and cleaning of equipment
 Clean toileting and nappy-changing facilities
 Fresh linen and other bedding being used for each child using a cot or a Mattress
 Bedding being stored hygienically (for example, in named cloth bags and not touching
other children’s bedding).
Question 2
 Staying Healthy: Preventing infectious diseases in early childhood education and care services.
List all of the hand washing routine recommendations for each situation.
Educators should wash their hands before: Educators should wash their hands after:
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Starting work, so germs are not introduced into the Taking off gloves
service
Changing a nappy
Eating or handling food
Cleaning the nappy change area
Giving medication
Using the toilet
Putting on gloves
Helping children use the toilet
Applying sunscreen or other lotions to one or more
Coming in from outside play
children
Wiping a child’s nose or your own nose
Going home, so germs are not taken home with you
Eating or handling food Handling garbage
Cleaning up faeces, vomit or blood
Applying sunscreen or other lotions to one or

more children
Touching animals
Children should wash their hands before: Children should wash their hands after:
Starting the day at the service; parents can help with Eating or handling food
this
Touching nose secretions
Eating or handling food
Using the toilet
Going home, so germs are not taken home with
Having their nappy changed—their hands will
them
become contaminated while they are on the
change mat
Coming in from outside play
Touching animals
Question 3
List three examples of when gloves should be worn.
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Changing nappies
Managing cuts and abrasions
Cleaning spills of body fluids
General cleaning duties
Question 4
To complete this task refer to (pp. 52 – 55) of your reading:
a) List the range of cleaning equipment that is recommended for use in an Early Childhood
service.
Mops with detachable heads (so they can be laundered in a washing machine using hot water),
Disposable cloths or cloths that can be laundered,
Vacuum cleaners fitted with HEPA (high-efficiency particulate air) filters to reduce dust dispersion.
b) What surface or areas need to be cleaned on a daily basis in an Early Childhood service?
Bathrooms—wash tap handles, toilet seats, toilet handles and door
Knobs. Check the bathroom during the day and clean if visibly dirty
Toys and objects put in the mouth
Surfaces that children have frequent contact with (e.g. bench tops, taps, cots and tables)
Beds, stretchers, linen and mattress covers (if children do not use the same mattress cover every day)
Door knobs
Floors
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Low shelves
Other surfaces not often touched by children
c) What surface or areas need to be cleaned on a weekly basis in an Early Childhood service?
Low shelves
Other surfaces not often touched by children
Question 5
List the steps that must be undertaken when cleaning a cot that has been soiled by a child.
• Wash your hands and put on gloves
• Clean the child
• Remove your gloves
• Dress the child and wash the child’s hands and your hands
• Put on gloves
• Clean the cot
– Remove the bulk of the soiling or spill with absorbent paper towels
– Place the soiled linen in a plastic-lined, lidded laundry bin
– Remove any visible soiling of the cot or mattress by cleaning thoroughly with detergent and water
• Remove your gloves and wash your hands
• Provide clean linen for the cot.
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Question 6
List all of the procedures for cleaning each blood spill.
Spot - blood spot less than the size of a 50 cent coin.
• Wear gloves
• Wipe up blood immediately with a damp cloth, tissue or paper towel
• Place the cloth, tissue or paper towel in a plastic bag or alternative; seal the bag and
put it in the rubbish bin
• Remove gloves and put them in the rubbish bin
• Wash surface with detergent and warm water
• Wash your hands with soap and water
Small - up to the size of the palm of your hand.
• Wear gloves
• Place paper towel over the spill and allow the blood to soak in
• Carefully lift the paper towel and place it in a plastic bag or alternative; seal the bag
and put it in the rubbish bin
• Clean the area with warm water and detergent using a disposable cloth or sponge;
place the cloth in the rubbish bin
• Wipe the area with diluted bleach and allow to dry
Large - more than the size of the palm of your hand.
• Wear gloves
• Cover the area with an absorbent agent (e.g. kitty litter or sand) and allow the blood to
soak in
• Use a disposable scraper and pan to scoop up the absorbent material and any
unabsorbed blood or body fluids
• Place the absorbent agent, the scraper and the pan into a plastic bag or alternative;
seal the bag and put in the rubbish bin
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• Mop the area with warm water and detergent; wash the mop after use
• Wipe the area with diluted bleach and allow to dry
Question 7
List all of the steps for the nappy changing procedure.
Preparation:
 Wash your hands

 Place paper on the change table
 Put disposable gloves on both hands
Changing:
 Remove the child’s nappy and put in a hands-free lidded bin. Place any soiled clothes in a plastic
bag.
 Clean the child’s bottom
 Remove the paper and put it in a hands-free lidded bin
 Remove your gloves and put them in the bin
 Place a clean nappy on the child
 Dress the child
 Take the child away from the change table
Cleaning:
 Wash your hands and the child’s hands

 Clean the change table with detergent and warm water after each nappy change.
 Wash your hands.
002 Infection Control

Element 1 Support each child’s health needs
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Knowledge Evidence
Question 1
To complete this task refer to (p. 123) of your textbook ‘The Big Picture’.
a) List the three steps in the chain of infection.
 The germ has a source.

 The germ spreads from the source.
 The germ infects another person.
b) What are the five key ways in which infection can spread?
 Airborne droplets.
 Airborne transmissions.
 Direct contact.
 Animal.
 Food.
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Question 2
List four reasons why children in group care, like children’s services, are vulnerable to infection?
 Typically infants, toddlers and preschoolers will mouth objects, share food, sneeze and cough
without any thought of health issues.
 Children are in close contact with other children in a relatively confined space and over a
prolonged period of time.
 Children under two years of age do not have a well-developed immune system, and are therefore
more likely to contract infections.
 The turnover of children in a service means the likelihood of new infections or re-infection is high.
Question 3
What steps should you take if a child seems unwell?
 Separate the ill child from the other children.

 Contact their parents.
 Supervise the child.
 After the child leaves, clean the area.
 Reminds a child who is coughing or sneezing to sneeze into their elbow or cover their mouth with
their hands and ask them to wash their hands.
 Wash your hands after touching a child.
 If the child appears very unwell or has a serious injury that needs urgent medical attention, call an
ambulance.
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Question 4
Identifying and responding to signs of illness is an important strategy that can be used to minimise
the spread of infection. Read each scenario and describe what you would do in each situation to
assist the child and reduce the potential spread of infection.
Scenario: Tanin
Tanin (3.4 years) has not been her usually bubbly self today. At morning tea she
complains of a sore throat. Tanin is also coughing and has a temperature of 38.5 o C.
a) What steps would you take to care for Tanin? Consider infection control and caring for a
child with a fever in your response.
 Separate tannin from the other children.

 Contact her parents.
 Remind her to cough into her elbow and wash her hands.
 Give fluids.
 Remove excess clothing.
Scenario: Clara
You have just changed Clara’s (18 months) nappy for the third time in the last hour
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because of diarrhoea.
b) What action would you now take to care for Clara?
 Separate from the other children.

 Contact her parents.
 Place her on a cushion to rest.
 Give regular small amounts of fluid.
 Print a diarrhoea and vomiting fact sheet for Clara’s mum.
 Advise her mother that she will need to be excluded until 24 hours after her diarrhoea has
stopped.
Question 5
List the five steps needed to clean surfaces infected with faeces, vomit or urine.
 Wear gloves.
 Place paper towel over the spill and allow the spill to soak in. carefully remove the paper towel and
place in a plastic bag, seal and place in rubbish bin.
 Clean with detergent and warm water.
 Clean with a disinfectant.
 Wash hands thoroughly with soap and running water.
Question 6
To complete this task refer to (p. 160) in your textbook ‘The Big Picture’ and refer to your reading:
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Scenario: Harry’s rash
Harry (3 years) arrives at the service with red and swollen eyes and a runny
nose. Harry’s mother, Beth, is a single parent with no close family support. Beth
tells the educator that Harry has hay fever.
Jill, the educator, is aware that Harry suffers from hay fever, so does not
bother to do a further health check. At lunchtime Harry complains that he is
hot. Jill takes a closer look at him and finds he has a fever and a rash on his
chest and throat. He obviously has more than hay fever.
Jill telephones Beth to request that she collect Harry from the service. Beth
becomes very angry. She is in an important meeting and can’t get away for at
least an hour. Jill states again that Harry must be collected from the service as
soon as possible to minimise risk to other children and to ensure that Harry
receives the level of care he requires. Beth says she will try to get a friend to
collect Harry and fax through her consent. Beth’s parting words are that she
can’t see what difference one hour would make anyway, as he has probably
already infected the other children.
a) What should Jill look for when completing a quick health check?
 Activity level.
 Severe coughing, sneezing.
 Discharge from nose, eyes, ears.
 Breathing difficulty.
 Sores.
 Swelling or bruises.
 Unusual spots or rashes.
 General mood/unusual behaviour.
b) How should Jill care for Harry until he is collected?
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 Isolate from other to prevent cross-infection.

 Offer fluids.
 Provide a place to lie down and rest.
 Try to keep his temperature down with a cold compress and by removing excess clothing.
 Monitor temperature.
 Complete illness report for service and parent.
Question 7
To complete this task refer to (p. 40-41) of your reading:
 Education and Care Services National Regulations.
a) In relation to the Education and Care Services National Regulations, Regulation 87, what
records need to be kept for a child who becomes ill whilst at the service?
Details of any illness including:

 The relevant circumstances surrounding the child becoming ill and any apparent symptoms.
 The time and date of the apparent onset of the illness.
Details of the actions taken including:
 Any medication or first aid provided, and
 Any medical personnel contacted.
The name of any person:
 Whom the service notified or attempted notifications.
 The name and signature of the person making the entry in the record, and the time and date the
entry was made.
b) What is the approved service required to do if there is an outbreak of an infectious disease?
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 Ensure that reasonable steps are taken to prevent the spread of the infectious disease at the
service.
 Ensure that a parent or an authorised emergency contact of each child being educated and cared for
by the service is notified of the occurrence as soon as practicable.
Question 8
To complete this task refer to (p. 161 - 162) of your textbook ‘The Big Picture’.
Scenario: Privacy?
April and her partner Steve live in a small rural community and try, as much as
possible to be self-sufficient. Their twins, Amber and Diallo (2 years) are not
immunised as April believes that immunisation is a form of poison. When April
visits the service to enrol the twins she questions the reason for asking about
immunisation details.
The educator, Hulla explains that only children with an up-to-date immunisation
record are eligible for Child Care Benefits unless the parent has applied for an
exemption. April becomes extremely angry.
April: “Why is it anyone’s business what I decide about my children?”
Hulla: “Well if your children are not immunised they would be excluded from
the service if there were an outbreak of a vaccine preventable contagious
disease.”
April: “That’s just ridiculous, I treat the twins with herbal medications, they
wouldn’t need to be excluded.”
Explain why children who are not immunised must be excluded when there is an outbreak of a
vaccine preventable contagious disease.
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 Children who are not immunised are at greater risk of contracting contagious diseases.
 Excluding these children is necessary to minimise the risk of contracting diseases.
Question 9
List three strategies educators can use to teach children about good hygiene practices?
 Role modelling washing and drying hands.

 Posters with hand washing steps.
 Photos of children washing hands.
 Teaching songs.
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003 Administration of Medications

Element 1 Support each child’s health needs
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 Medications Policy.
a) According to the medication policy, what is the procedure for accepting medication on
arrival?
 A parent or a guardian must complete a medication form. All relevant details must be indicated on
the form.
 Information is confirmed and co-signed by the staff member accepting the medication.
 A laminated red cross will be placed onto the sign in books.
b) What information must be on the medication container?
 Child’s name.
 Name of medication.
 Administering instructions.
 Date of expiry.
c) What are the ‘5 rights’ two staff members must check before administrating medication?
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 Right medication.
 Right time.
 Right manner.
 Right amount.
 Right child.
Question 2
To complete this task refer to your readings:
 Education and Care Services National Regulations

• See Part 4.2 Children’s Health and safety, Division 4 – Administration of medication (pp.
43-45).
 Medications Policy.
Scenario: Bella
Nick arrives at the service with his daughter Bella (2 years). Nick completes a
medication form and gives it to Sara, the educator, along with the medication.
Just as this is happening one of the children falls off the lounge and bumps his
head. Sara quickly locks the medication in the storage unit in the refrigerator
and goes into the room to assist the other educator.
Sara has a feeling that it’s going to be ‘one of those days’ and this turns out to
be true. Many of the children are unsettled and the routine just isn’t working.
At lunchtime Sara gets the medication from the locked storage unit, checks the
dosage and takes it into the room to administer to Bella.
The other two educators are busy getting the children organised for lunch.
Andrew, one of the other educators notices the medication and asks Sara if she
wants him to check it and sign off.
Sara responds: ‘It’s okay, I’ve checked it myself. Just sign it off when you go to
lunch.’
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Andrew is uneasy about this, but as he is new to the service and Sara is a much
more experienced educator he decides not to voice his concerns. Later, when he
goes to lunch, he checks the medication and sees that it has actually been
prescribed for Bella’s 7 year old brother. Andrew is unsure of what to do.
a) What errors were made by both educators?
 Sara did not check medication with parent not did she check with a second educator when
administering the medication.
 Sara did not check the label on the medication.
 Andrew agreed to sign the medication form without checking the dosage or the bottle.
b) What are the potential risk factors for Bella?
 Mild or serious illness from the medication.

 Possible allergic reaction to the medication.
c) According to the Blue Bay Medications Policy what are the action plan steps Andrew needs
to follow in relation to a minor incident?
 Give appropriate first aid.

 Ring poison information hotline – ph. 131 126
 Ring hospital emergency number.
 Enquire as to the severity of the possible overdose and follow any directions.
 Write a detailed report of the incident on a critical incident form.
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004 Asthma and Allergies

Element 6 Contribute to the ongoing management of allergies
Element 7 Contribute to the ongoing management of asthma
Knowledge Evidence
Question 1
To complete task refer to (p. 165 - 167) of your textbook ‘The Big Picture’ and refer to your reading:
 Action Plan for Anaphylaxis (2017).
The National Quality Standards require in Standard 2.1 that educators must support and
provide for each child’s health needs. Children with allergies that result in anaphylaxis
require a safe children’s service environment
a) What is anaphylaxis and why does it occur?
 Anaphylaxis is most severe form of allergic reaction and it often involves more than one body
system. It usually occurs within 20mins to two hours of exposure to the trigger, and can rapidly
become life-threatening so must be treated immediately.
b) What are the four key steps recommended by ASCIA in relation to Children’s Services?
 Obtain medical information about children at risk of anaphylaxis.

 Train staff in how to recognise and respond to mild, moderate or severe allergic reaction, and how
to use an adrenaline auto-injector device.
 Implement practical strategies to avoid children with confirmed allergies being exposed to
allergens.
 Educate children with severe allergies and their peers in an age-appropriate way.
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c) If a child at your service was having an allergic reaction, what symptoms would you look
out for to determine if they were having an anaphylactic reaction?
 Difficult or noisy breathing.

 Swelling of tongue.
 Swelling and tightness in throat.
 Difficulty talking or hoarse voice.
 Wheeze or persistent cough.
 Persistent dizziness or collapse.
 Pale and floppy.
d) List the three steps involved to give an Epipen.
 Form fist around Epipen and pull off blue safety release.
 Place orage end against outer mid-thigh.
 Push down hard until a click is heard and hold in place for 10 seconds.
 Remove Epipen. Massage injection sight for 10 seconds.
Question 2
To complete this task refer to (p. 168) of your textbook ‘The Big Picture’ and refer to your reading:
 Asthma care plan for education and care services.
a) What is asthma?
Asthma is a reversible narrowing of the airways in the lungs where the lining of the airways swells and
produces sticky mucus.
b) What are the key symptoms of asthma?
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 Wheezing.
 Coughing
 Chest tightness
 Difficulty in breathing.
 Shortness of breath.
c) List six potential triggers for an asthma attack.
 Dust mistes.
 Pollen.
 Animal hair/skin.
 Mould.
 Cigarette smoke.
 Viral infection.
 Weather conditions.
d) List the four asthma first aid steps.
 Sit the person upright, be calm and reassuring.

 Give 4 separate puffs of blue/grey reliever puffer.
 Wait 4 minutes – if there is little or no improvement repeat steps 2 and 3.
 If there is still no improvement call emergency assistance.
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005 Promoting Children’s Health and Hygiene

Element 2 Provide opportunities to meet each child’s need for sleep, rest and relaxation
Knowledge Evidence
Question 1
What might an assessor observe in Element 2.1.1 Wellbeing and comfort, in relation to the sleep
needs for children of all ages and service types?
 Demonstrating a sense of belonging and comfort in their environment by recognising and

communicating their bodily needs and seeking comfort and assistance from educators when
required (Early Years Learning Framework, p. 32)
 Being supplied with clean, appropriate spare clothes when they need them and knowing where
they can access them independently
 Who do not require sleep or rest being given choice and opportunities to engage in quiet play
experiences.
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Question 2
List four ways an educator can create an atmosphere that is conducive to sleep and rest?
 Creating visual barriers to screen sleepers from non-sleepers.

 Dimming lights to encourage relaxation.
 Playing very soft music that can act as a cue that it is now time to be quiet and relax.
 Ensuring the area has good ventilation and is at a comfortable place.
 Providing bedding that is familiar to the child.
Question 3
Quiet time kits can be made available to children who do not rest. Provide two examples of a quiet
time kit.
 Felt cuts outs to make individual stories.

 Sewing kit e.g. hissing and large blunt needle.
 Multi coloured pens and writing pads.
 Kaleidoscopes.
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Question 4
Scenario: Sam
Sam (3 years 10 months) has woken from his sleep and is lying very still on his
mat, Tracey the educator, asked him if he wants to get up and he says no. When
Tracey approach’s Sam a few minutes later she notices that he has wet himself
while he was sleeping. Sam is embarrassed about the accident.
Tracey collects Sam’s bag, gloves and a plastic bag. Tracey quietly asks Sam to
come with her to the bathroom, reassures him that accidents happen to everyone
and stands in front of Sam facing out while he changes his clothes, Tracey gives
him a cloth to wipe himself and asked if he needs any assistance.
How has Tracey respected Sam’s need for privacy while dressing?
 Tracey spoke to him quietly.

 Stood in front of him to act as a shield and faced away.
 Asked him if he needed assistance.
Question 5
What might an assessor discuss in Element 2.1.1 Wellbeing and comfort, in relation to children’s
individual clothing needs including children birth to three?
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 The service’s sleep and rest policies, procedures and practices

 How the service:
 » Addresses each child’s clothing needs and preferences
 » Provides opportunities for families to communicate changes in children’s routines to educators
Question 6
 Dental Health Resource Package for Childcare Professionals.
a) What is tooth decay in young children?
Tooth decay in young children is a serious dental condition that can occur as soon as the first tooth
comes through the gum. It begins as white marks or lines that progressively become larger, turning
yellow or brown.
b) What are three causes of tooth decay in young children?
 Comfort sucking.
 Eating lots of sugary and sticky foods.
 Not brushing teeth every day with fluoride toothpaste, once they are 18 months olds.
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006 Accident Prevention

Element 5 Minimise risks
Knowledge Evidence
Question 1
List four factors of the physical environment that may contribute to accidents and injuries.
 Climbing equipment that is damaged.

 Uneven pathways or uneven paved areas.
 Inadequate fencing and gates that aren’t self-closing.
 Lack of adequate soft-fall areas.
 Poorly set out equipment.
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Question 2
 Toy safety for pre-school.
a) The age and development of the child needs to be considered when choosing toys and
equipment. What can be hazardous to infants and small children?
 Small parts,
 Sharp points or edges
 Fur or hair.
 Gaps or holes.
 Balloons.
 Long strings.
 Weak snitching.
 Button batteries.
 Realistic-looking weapons.
 Attached toy box lids.
b) Toys and equipment need to be checked on a daily basis to ensure they are safe. List five
safe practices you could implement on a daily basis.
 Regularly check toys for wear and throw away damaged toys. Examine toys for any buttons,
batteries, ribbons, eyes, beads or plastic appendages that have become loose.
 Check for loose hair and small parts, sharp edges and points.
 Check toys that contain magnets to ensure that they have not come loose. Remove any loose
magnets from the toy box.
 Remove strings or cords longer than 30cms from the toy. A cord can too easily be wrapped around
young children’s neck, risking strangulation.
 Discourage younger children from playing with toys designed for older children.
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Question 3
Scenario: Crash
3pm, 10/5/xx
John Smith (D.O.B: 11/09/xx - 4 years) is riding a bike on the bike track. The
educator Yahma had just spoken to John about his behaviour - going too fast and
trying to crash into other children also riding bikes. Yahma reminded John of the
safe bike riding rules.
Ten minutes later John again attempts to crash into the back of another bike
rider. John’s bike overturns and John screams. Yahma looks up from talking to
another child. As the nearest staff member, Yahma reaches him first and finds
John has a deep cut on his calf and it is bleeding profusely. John has touched the
wound. He has blood on his hands and the blood is seeping into his sock. He will not
walk and he is too big to carry. Yahma does have disposable gloves with her. She
has a First Aid Certificate and is authorised to administer First Aid.
a) What steps need to be taken to look after a child who is bleeding?
 Avoid contact with the blood.

 Comfort the child and move them to safety, away from other children.
 Put on gloves if available.
 Apply pressure to the bleeding area with a bandage or paper towel.
 Elevate the bleeding area unless you suspect a broken bone.
 Send for the first aid officer.
 When the wounds is covered and no longer bleeding, remove your gloves, put them in a plastic
bag or alternative, seal the bag and place it in the rubbish bin.
 Wash your hands thoroughly with soap and running water.
34
b) How should Yahma look after John?
 Reassure John and try to clam him.

 Avoid touching the blood.
 Put on gloves and attend to the injury by applying pressure.
 Send for the first aid kit.
 Cover the wound, remove gloves and put in plastic bag.
 Wash her hands and wash John’s hands.
c) Yahma has cleaned the wound and applied a pressure bandage. It is apparent that John will
need stitches in his calf and needs urgent medical assistance as the bleeding cannot be
controlled. What action should now be taken?
 Call for an ambulance to take John to the hospital Emergency department for treatment.
 Call John’s parents.
 Someone needs to accompany John in the ambulance.
d) While Yahma was attending to John another educator finds the bike has a damaged pedal, it
is extremely sharp. There is also blood on the path. List the follow-up action that should
occur in relation to this accident?
 Ensure any blood spill is cleaned from the bike path in accordance with service procedure.
 Remove bike for repair or replacement.
 Ask adults and children if they have come onto contact with the blood. If they have, remove
infected clothes and wash hands with soap and water.
 Complete ‘incident, injury, trauma and illness report’.
 Follow-up with john’s parents in relation to his recovery.
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007 Supervision
Element 4 Supervise children to ensure safety
Knowledge Evidence
Question 1
In relation to supervision, what does Element 2.2.1 aim to achieve?
Supervision is a key aspect of ensuring that children’s safety is protected at all times in the service
environment and while on excursion and during transportation provided or arranged by the service.
Question 2
To complete this task refer to (pp. 54) of your reading:
 Education and Care Services National Regulations Part 4.4 Staffing arrangements. Regulation 122
Educators must be working directly with children to be included in ratio.
When calculating the educator to child ratio what does the regulation say in relation to the specific
role of the educator?
An educator cannot be included in calculating the educator to child ratio of a centre based service
unless educators must be working directly with children at the service.
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Question 3
a) What are the four key principles of supervision? Describe each principle.
 Knowing- being aware of the location of all children being supervised.

 Listening- for unusual sounds, crying or silence.
 Positioning self- so that you can get the best possible view of the areas being supervised.
 Scanning- watching and being aware of all activities occurring in the area and looking around
regularly.
b) What needs to be taken into account when supervising young children?
 The age, abilities and temperament of the children, the physical setting, the adequacy and
suitability of the equipment and experiences and the skills and experience of the educators.
c) Supervision level varies based on the factors that need to be taken into account such as the
children’s age, skill level and possible risks. Supervision levels can be close and constant,
intermittent where you are in close proximity but not actively involved and regular scanning
and listening so that you can cover a wider area.
For each of the photographs below consider the identified safety factors and ages and state the
supervision level you feel is appropriate and why.
Gardening with toddlers.

Safety factors:
 Choking
EXAMPLE
 poisoning
Level of supervision required: Close and constant due to
the age of the toddler the risks of choking and poisoning and
the need to assist with the use of the equipment.
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Preschoolers on outdoor equipment.

Safety factor:
 Slipping
 Falls
 Overcrowding.
Level of supervision required:

Intermittent to check the number and skill level of the children.
Mobile infants exploring by pulling themselves to a

standing position.
Safety factor:
Chocking
Falls and knocks.

Close and constant due to the age of the infant and the risk
of them falling as they are learning to stand up.
3-4 years sleeping.

Safety factor:
Minimal-may wake up upset and need reassurance.

Regularly scan and listen to see if any of the children need
assistance.
3-4 years hand washing.

Safety factor:
Slip on the wet floor

Close and constant due to the need to monitor hand
washing and water being spilled on the floor.
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Question 4
To complete this task refer to (pp. 46-47) of your reading:
 Education and Care Services National Regulations Part 4.2 Children’s Health and safety,
Regulation 99 Children leaving the education and care service.
According to the Regulations, a child may only leave the premises of the education and care
service if they are given into the care of?
 A parent of the child.

 The person authorised by a parent or authorised nominee named in the child’s enrolment record to
collect the child from the premises.
Question 5
To complete this task refer to (pp. 46-47) of your reading:
 Education and Care Services National Regulations

• See Part 4.2 Children’s Health and safety, Regulation 99 Children leaving the education
and care service.
Scenario: Picking up Jake
Jake (4 years 3 months) is new to the service and his grandmother usually picks him
up, but today her car has broken down and she has sent Jake’s Uncle John, to pick
him up. When John arrives it is clear that Jake is excited to see his Uncle however
the staff at the service have never met John before and were not aware that he was
picking Jake up today. He is also not listed as an authorised pick up on Jake’s
enrolment form.
Tamara one of the educators at the service stays with Jake and his Uncle while Jill,
the service Director, contacts Jake’s mother to discuss the situation with her. Jake’s
mother authorises John to pick Jake up and provides the service with John’s personal
details so that they can check his identification. Jill explains to Jakes mother that it
is important that the service is contacted if someone different is picking Jake up as
they need to be aware of who will be on the premises at all times. Jill returns to
Tamara, Jake and John and obtains a copy of John’s licence for the enrolment
39
records. She also provides Jake’s mother with an ‘Authorisation to collect’ form so
that she can add Jake’s Uncle to the list of people authorised to collect Jake.
In the scenario, what procedures did the educators follow to ensure Jake’s safety at departure
time?
 An educator stayed with john, ensuring supervision of him whilst on the premises.
 They did not just allow Jake to go home with john.
 Contacted mother for authorisation of john to collect Jake to ensure they were only releasing Jake
into the care of an authorised person.
 Checked john’s identification and kept a copy for enrolment records.
40
008 Provide a Safe Environment

CHCECE002 Ensure the Health and Safety of Children
Knowledge Evidence
Question 1
To complete this task refer to (p.167-170) of your reading:
a) In relation to potential hazards, what does Element 2.2.1 Supervision aim to achieve?
Children have a right to be protected from potential hazards and dangers posed by products, plants,
objects, animals and people in the immediate and wider environment.
b) In Element 2.2.1 Supervision, what are two examples of reasonable precautions an assessor
may observe in relation to the outdoor environment
 Discussing sun safety with children and implementing appropriate measures to protect children
from overexposure to ultraviolet radiation such as sunburn
 Conduct daily outdoor safety check and remove any identified hazards.
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Question 2
To complete this task refer to your readings:
 Moveable play equipment 2017
 Health & Safety Checklist Playground Maintenance
a) List four maintenance items that need to be checked on structures including portable
structures.
b) What is the required distance between items of moveable equipment that is not linked
together?
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Question 3
Examine the play area photographs and using the list below, identify two key safety features in
each area?
Key Safety Features:

 Educator ensures equipment is set up with adequate safe fall zone (from cement paths).
 Entry fenced.
 Large shade cloths to protect children from overexposure to ultraviolet radiation from the sun.
 Soft fall mats under climbing equipment.
 Child safety gate.
 Walking board low to ground.
 Climbing equipment set up in designated soft-fall area.
 Smooth, wide paths for beginning walkers.
Play Areas Key Safety Features
a. Infant play area.
b. Toddler play area.
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c. Preschool climbing area set up on soft-fall

rubber.
d. Service entry.
Question 4
How should potentially poisonous products, including medications be stored within children’s
services to safeguard children’s health and safety?
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Question 5
What are common hazards for infants crawling and beginning to walk?
Question 6
To complete this task refer to (pp. 194 – 195) of your textbook ‘The Big Picture’.
a) List two ways educators can promote children’s participation in being Sun Smart.
b) What are the seven Sun Smart program recommendations?
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c) How can educators assist children to become Sun Smart?
Question 7
To complete this task refer to your reading:
 Emergency Evacuation Policy.
a) The policy states that in the event of fire, staff will use the RACE procedure recommended
by the fire service. What are the four RACE procedures?
b) The policy states four educators’ responsibilities in regard to Fire Prevention and Fire Drills.
What are these responsibilities?
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CHCECE002 Ensure the health and safety of children: Theory Tasks

Theory Assessment Task

 Element 1 Support each child’s health needs

 Element 3 Implement effective hygiene and health practices

 Element 4 Supervise children to ensure safety

 Element 5 Minimise risks

 Element 6 Contribute to the ongoing management of allergies

 Element 7 Contribute to the ongoing management of asthma

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

You must PRINT AND SIGN this document

Name: Signature: Date:

Attempting assessment tasks

Additional Readings for this Unit

Care-Plan-for-education-and-care-services.pdf (Accessed January 2018).

 Kidsafe NSW (2017) Moveable Play Equipment Retrieved from:

Blue Bay Model Policies

001 Children’s Health and Safety and Legislation

Element 3 Implement effective hygiene and health practices

 Guide to the National Quality Framework.

To complete this task refer to (p. 56) of your reading:

 Guide to the National Quality Standard.

 Educators implementing appropriate hygiene practices in relation to hand washing,

Cleaning up faeces, vomit or blood

Applying sunscreen or other lotions to one or

Coming in from outside play

List three examples of when gloves should be worn.

Managing cuts and abrasions

Cleaning spills of body fluids

General cleaning duties

Disposable cloths or cloths that can be laundered,

Bathrooms—wash tap handles, toilet seats, toilet handles and door

Toys and objects put in the mouth

Other surfaces not often touched by children

Other surfaces not often touched by children

• Wash your hands and put on gloves

• Clean the child

• Remove your gloves

• Clean the cot

– Place the soiled linen in a plastic-lined, lidded laundry bin

• Remove your gloves and wash your hands

• Provide clean linen for the cot.

List all of the procedures for cleaning each blood spill.

Spot - blood spot less than the size of a 50 cent coin.

• Wipe up blood immediately with a damp cloth, tissue or paper towel

• Remove gloves and put them in the rubbish bin

• Wash surface with detergent and warm water

• Wash your hands with soap and water

Small - up to the size of the palm of your hand.

• Remove gloves and put them in the rubbish bin

• Wipe the area with diluted bleach and allow to dry

• Wash your hands with soap and water

Large - more than the size of the palm of your hand.

• Remove gloves and put them in the rubbish bin

• Wipe the area with diluted bleach and allow to dry

• Wash your hands with soap and water

List all of the steps for the nappy changing procedure.

 Wash your hands

 Wash your hands and the child’s hands

002 Infection Control

Element 1 Support each child’s health needs

Element 3 Implement effective hygiene and health practices