CHCECE032_Student Assessment Task 1 -Questioning 3

CHCECE032
Nurture babies and toddlers

Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Student Details
☐ I have read and understand unit information and assessment instruction
Student ID MEL16808 Date
Student Name NICOMAR A. SABIANO
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Assessment the learning resource of this document, for this assessment.
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 Responses to the questions must be typed.
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Instructions for  You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
 The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
the student’s knowledge and performance evidence. Use of correct grammar
and spelling is required to demonstrate foundation skills, so please ensure to
proofread your answers prior to submission.
 You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
 Failure to receive the Satisfactory outcome after the three (3) attempts, the
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
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not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised.
 The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.
Explanation of the  List / identify / state / give/provide = present in brief form

common command  Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
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needed than an outline or than a list
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effect and/or make links between things clear in your own words
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relationships with the whole. Draw out and relate implications
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CRICOS Provider Code 02934D

CHCECE032 Nurture babies and toddlers
Page 9 of 77 RTO Number 121952
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 1.1 May 2022
CHCECE032
Student Assessment
Assessment  You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
 You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
1. According to Australia's Physical Activity and Sedentary Behaviour Guidelines and the Australian 24-Hour
Movement Guidelines, what is the recommendation for physical activities for toddlers during a 24-hour period?
Give two (2) examples.
1. Active Playtime: Throughout the day, toddlers should play actively for at least sixty minutes.
This can involve exercises including sprinting, leaping, scaling, and dancing. Toddlers can
explore and move freely in a safe, exciting environment that parents or other caregivers
establish, whether it's indoors or outside. For instance, creating a miniature obstacle course
indoors with soft mats, tunnels, and balance beams, or going to an outdoor playground with
play areas and equipment suitable for children of different ages.
2. Interactive Games and Movement: Toddlers gain from social engagement and the
development of their gross motor skills. Fun and vigorous games like "Simon Says," "Follow the
Leader," or "Red Light, Green Light" can help toddlers improve their coordination and listening
abilities while also getting them moving.
https://www.acecqa.gov.au/media
2. Research the National Quality Standard and complete the following:

a. Summarise in your own words the main objectives of Quality Area 2.
The National Quality Standard's Quality Area 2 is dedicated to enhancing children's

health, safety, and wellbeing. One of its primary goals is to guarantee that childcare
facilities offer a secure and caring atmosphere that promotes children's physical,
emotional, and social development. This section highlights the significance of putting in
place systems, policies, and procedures—such as supervision, risk assessment, and
emergency preparedness—that put children's health and safety first. It also strives to
support kids' physical health and wellbeing through encouraging wholesome eating,
vigorous play, and enough sleep. Furthermore, Quality Area 2 emphasizes how crucial it
is to create welcoming and encouraging environments that uphold the rights and dignity
of children while fostering positive interactions. In general, Quality Area 2's main goals
are to protect kids' health, safety, and wellbeing while encouraging their holistic
development.

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Student Assessment
b. List a minimum of three (3) policies and procedures that are relevant to Quality Area 2.
1. Illness and Infectious Disease Management Policy

2. Emergency Response and Evacuation Procedure
3. Sun Protection Policy
https://www.acecqa.gov.au/national-quality-framework/guide-nqf/section-4-operational-re
quirements/quality-area-2-childrens-health-and-safety
c. Summarise in your own words the main objectives of Quality Area 5?
The National Quality Standard's Quality Area 5 is dedicated to promoting kids' learning
and growth via high-quality educational initiatives. Its primary goals are to guarantee that
childcare facilities offer excellent educational programs that are tailored to the unique
interests, skills, and developmental requirements of every child. This section places a
strong emphasis on the value of developing interesting and engaging learning settings,
putting intentional teaching practices into practice, and encouraging all kids to learn well.
The importance of working together with families and communities to assist children's
learning and development both inside and outside of the daycare setting is also
emphasized in Quality Area 5. Overall, Quality Area 5's main goals are to provide an
environment where learning is always being improved and to give kids rich, fulfilling
experiences that set the foundation for future learning.
d. In Quality Area 5, there are two standards (5.1 and 5.2). In your own words describe their main requirements,
and provide a policy for each of two standards to ensure the standards requirements are achieved.
Standard 5.1
Relationships between educators and children. Respectful and equitable
relationships are maintained with each child.
Standard 5.2 Relationships between children. Each child is supported to build and maintain sensitive
and responsive relationships
How those ● Standard 5.1
In early childhood settings, building strong relationships between educators and
standards
students is crucial to fostering a caring and supportive learning environment. To
could be do this, one must be dedicated to promoting cooperation, communication, respect,
achieved? and trust.
● Standard 5.2
In early childhood settings, fostering strong interactions among children is
essential to establishing a peaceful and encouraging social environment. To do
this, instructors must provide students the chance to connect socially, impart
dispute resolution techniques, and encourage cooperation and empathy.

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Student Assessment
3. Outline the requirements that must be followed to ensure that children’s bedding is clean and does not
carry infection risks.
Sleep items must be laundered at least weekly or more often when soiled or wet.
Mattress covers should be cleaned and disinfected at least weekly, before being used by
another child or when soiled or wet. All blankets should be changed and laundered at
least once a month or more often if soiled or wet.
https://www.midcentraldhb.govt.nz/HealthServices/PublicHealth/healthprotection/Docume
nts/Cleaning%20Guidelines%20-%20MCH%202010.pdf
4. Outline the requirements in preparing and storing formula powdered milk in reference to the Australian
Government Infant Feeding Guidelines.
Preparing
1. Selection of Formula
Choose a commercially prepared infant formula suitable for the infant's age, nutritional needs, and any specific dietary requirements or health considerations.
2. Hygiene Practices
Wash hands thoroughly with soap and water before handling any feeding equipment or formula.
3. Water Quality
Use safe, potable water for preparing formula. If using tap water, it should be boiled and then cooled to no less than 70°C before adding formula powder.
4. Measuring and Mixing
Use the provided scoop or measuring utensil to accurately measure the required amount of powdered formula according to the manufacturer's instructions.
Information from Lecture Notes
Storing
1. Store the powdered formula in a cool, dry place, preferably in the original container
with the lid tightly sealed.
2. Ensure that the container is kept away from direct sunlight and moisture to prevent
spoilage and maintain the quality of the formula.
Heating prepared bottles
1. Use of Warm Water

Warm the prepared bottle by placing it in a container of warm water. The water should be warm, not hot, to avoid
overheating the formula and potentially harming the infant.
2. Avoid Reheating
Once the bottle has been heated and tested for temperature, it should be fed to the infant immediately.
3. Safe Handling Practices
Hold the bottle securely and support the infant's head and neck while feeding to prevent spills and choking hazards.

CHCECE032
Student Assessment
5. Research the current National Health and Medical Research Council ‘Staying Healthy: Preventing
infectious diseases in early childhood education and care services’, and define the following concepts
using an example.
Airborne transmission
Airborne transmission refers to the spread of infectious agents (such as bacteria, viruses,
or fungi) through the air via respiratory droplets or droplet nuclei. When an infected
person talks, coughs, sneezes, or even breathes, they release small droplets containing
infectious particles into the air.
Direct contact
Direct contact refers to the transmission of infectious agents from one person to another
through physical contact between individuals or contact with contaminated surfaces or
bodily fluids.
Vaccine
A vaccine is a biological preparation that stimulates the immune system to produce an

immune response against specific infectious agents, such as bacteria or viruses.
6. Provide a description of stranger anxiety, separation anxiety, secure attachments and attachment theory in
the following table. Take the links between attachment and children development into account.
Description
Stranger anxiety is manifested by crying when an unfamiliar person approaches. It is normal when it starts at about 8 to 9 months
Stranger anxiety and usually abates by age 2 years. Stranger anxiety is linked with the infant’s developmental task of distinguishing the familiar
from the unfamiliar.
https://www.msdmanuals.com/en-au/professional/pediatrics/symptoms-in-infants-and-children/separation-anxiety-and-stranger-a
nxiety
Separation anxiety is fussing and crying when a parent leaves the room. Some children scream and
Separation anxiety have tantrums, refuse to leave their parents' side, and/or have nighttime awakenings.
https://www.msdmanuals.com/en-au/professional/pediatrics/symptoms-in-infants-and-children/separ
ation-anxiety-and-stranger-anxiety
Children who have a 'secure' attachment are generally able to be comforted by their
Secure attachments caregivers when distressed and to use their caregiver as what is known as a 'secure base'
from which to explore their environment when they are not distressed.
https://www.ncbi.nlm.nih.gov/books
Attachment theory talks about children's attachments as either secure or insecure. Children may
Attachment theory experience different patterns of attachments to different people throughout their childhood.
https://www.google.com/search?q=what+is+attachment+theory+in+ece&sca_esv

CHCECE032
Student Assessment
7. Briefly explain the effects of a lack of strong and secure attachments in the early years on a child’s brain
development.
Children with trauma histories may have a wide range of problems related to lack of
secure attachment; these include developmental delays, difficulty with emotional
regulation, impaired social relationships, aggression, low self-esteem, and depression.
Hildyard & Wolfe, 2002; Erickson & Egeland, 2002; Shipman, et al., 2005
8. Research has showed that brain development may vary across children due to the influences of various
environmental and biological factors. Research and answer the questions below.
a. Provide three (3) environmental factors that can influence a child’s brain development.
1. Social: friends, stimulation, recreation.

2. Emotional: stress, moral reasoning, empathy.
3. Economic: class, access to basic needs, social and recreational amenities.
https://study.com/academy/lesson/how-environment-impacts-early-childhood-developme
nt.html

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Student Assessment
b. For each of the following four (4) biological factors that can influence a child’s brain development,
outline at least two (2) areas to be considered for reflection regarding the child and their family.
Gender
1. Reflection on Gender Stereotypes: Consider how societal norms and expectations based on gender might
influence the child's upbringing and opportunities.
2. Impact on Self-Concept and Identity: Reflect on how the child's gender identity aligns with societal
expectations and family dynamics.
https://www.verywellfamily.com/biological-factors-affecting-child-development-2162219
General Health
1. Impact of Malnutrition: Reflect on the potential consequences of malnutrition on brain development, such
as stunted growth, cognitive delays, and compromised immune function.
2. Developmental Milestones: Reflect on how the child's physical health, including motor skills development
and overall growth, may influence their cognitive development.
Mental Health
1. Inter-generational Impact: Reflect on how the mental health of parents or primary

caregivers influences the child's brain development. Consider factors such as parental
stress, depression, anxiety, and unresolved trauma, and how these may affect the child's
emotional regulation, attachment patterns, and overall mental well-being.
2. Impact on Brain Structure and Function: Reflect on how exposure to adverse childhood
experiences such as abuse, neglect, or family dysfunction can affect the child's brain
development.
Health practices and routines
1. Parental Modeling: Reflect on the role of parents or caregivers in modeling healthy

sleep practices.
2. Daily Activity Levels: Reflect on the child's engagement in physical activity and
exercise and its impact on brain development.

CHCECE032
Student Assessment
c. Identify and briefly describe an example of emerging research focusing on the links between parenting
quality and children brain development. You need to provide a reference for this research.
Evidence to date makes clear that not only is extreme adversity in the caregiving
environment, as in the case of abuse and neglect, related to the function and structure of
the developing brain, but also that normative and perhaps more subtle variations in
parenting quality are tied to youth’s neural development as well. This notion provides
optimism that prevention efforts targeting parenting practices and family functioning may
have the potential to significantly impact youth development and that even brief
preventative interventions may have important cascading effects. Moreover, families
experiencing a wider range of hardship, from severe adversity to
more normative stressors, can benefit from parenting support, education, and intervention.
https://dsnlab.web.unc.edu/wp-content/uploads/sites/12535/2021/03/Turpyn-Telzer-in-pre
ss.pdf

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Student Assessment
9. Provide a response to the following.
a. Complete the following table and state the physical, cognitive and social developments of different stages
of babies and toddlers, and provide three (3) examples of appropriate interactions with them.
Babies Physical Cognitive and Social and Appropriate
and language emotional interactions with
toddles them
1- 3 1. Limited control 1. Basic 1. Developing 1. Gentle touch and

months understanding of cuddling to provide
over body attachment to
movements; the world through caregivers, comfort and
reflexes such as sensory particularly security.
sucking, grasping, experiences. primary 2. Talking softly and
and rooting are 2. Beginning to caregivers. making eye contact
present. recognize familiar 2. Engaging in to promote bonding
2. Rapid growth in faces and voices. reciprocal and language
weight and length. 3. Limited interactions development.
3. Developing attention span; through facial 3. Singing lullabies
sensory systems, focus primarily on expressions, or playing soothing
including vision, immediate needs cooing, and music to calm the
hearing, taste, such as feeding smiling. baby and stimulate
smell, and touch. and comfort. 3. Responding auditory senses.
positively to
https://www.kidsaf soothing and
evic.com.au/ages- comforting
stages/ actions.
4- 6 1. Improved muscle 1. Increased 1. Forming 1. Providing

months control and stronger age-appropriate toys
curiosity and
coordination; attachments with and objects for
exploration of the
achieving exploration and
environment. caregivers;
developmental manipulation.
milestones such as 2. Object separation anxiety 2. Engaging in
rolling over, sitting permanence may emerge. interactive games
up, and eventually begins to develop; 2. Enjoying social such as peek-a-boo or
crawling. understanding that interactions and pat-a-cake to foster
2. Growing ability to objects continue to playtime with social interaction and
grasp and exist even when caregivers and bonding.
manipulate objects. 3. Encouraging
out of sight. peers.
3. Developing babbling and
hand-eye 3. Beginning to 3. Responding to
imitate actions and responding
coordination and fine social cues and enthusiastically to
motor skills. sounds, laying the expressions, such vocalizations to
foundation for as laughter or promote language
https://www.kidsafevi language facial development and
c.com.au/ages-stage development.
s/
expressions. communication.

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Student Assessment
7- 9 1. Improved muscle 1. Heightened curiosity 1. Strengthening 1. Provide safe and

strength and coordination, and exploration of the attachment to primary stimulating toys or objects
months
enabling the baby to sit
environment; increased caregivers; showing for the baby to explore,
unsupported for extended such as soft blocks,
periods and possibly interest in objects and signs of distress when
textured toys, or colorful
starting to crawl. surroundings. separated and seeking
rattles.
2. Enhanced fine motor 2. Developing object comfort upon reunion.
skills; ability to grasp 2. Engage in reciprocal
permanence; 2. Demonstrating
objects using the thumb conversations with the
understanding that awareness of others'
and forefinger (pincer baby, responding to their
objects continue to exist emotions; responding
grasp). vocalizations and babbling
3. Increasing mobility; someeven when out of sight. to facial expressions with enthusiasm.
infants may start to pull 3. Advancing language and vocal cues. 3. Arrange playdates or
themselves up to a development; babbling 3. Engaging in social social gatherings with
standing position while becomes more varied
holding onto furniture.
play with caregivers other infants or toddlers,
and may include and peers; enjoying providing opportunities for
repetitive sounds interactive games and social interaction and peer
https://www.kidsafevic.com.
au/ages-stages/ resembling real words. exchanges. play.
1. Increased mobility; many 1. Enhanced 1. Deepening attachment 1. Provide a variety of

9-12 problem-solving skills;
infants can crawl proficiently to caregivers; infants seek safe and age-appropriate
months or may be starting to cruise babies begin to understand comfort and reassurance toys and objects for the
along furniture or walk with simple cause-and-effect
from familiar adults and baby to explore
support. relationships and may
engage in purposeful actions
may exhibit separation independently.
2. Fine motor skills continue
to develop; babies can grasp to achieve desired anxiety when separated.
2. Increased interest in
2. Engage in meaningful
objects using the pincer grasp outcomes.
social interactions; babies conversations with the
and may be able to feed 2. Developing memory;
themselves small finger infants can remember enjoy playing alongside baby, narrating daily
foods. familiar faces, objects, and peers and engaging in activities, and labeling
3. Improved coordination and routines, demonstrating simple games with objects and actions in the
balance; some infants may recognition and anticipation. caregivers. environment.
take their first independent 3. Advancing language 3. Developing empathy and
steps during this period. 3. Arrange playdates or
comprehension; babies social awareness; infants
understand more words and social gatherings with
https://www.kidsafevic.com.a show signs of
simple commands, understanding others'
other infants or toddlers
u/ages-stages/ responding appropriately to to provide opportunities
emotions and may offer
familiar verbal cues. for social interaction and
comfort or show concern
when someone is upset. peer play.
12- 18 1. Gross motor skills 1. Rapid language 1. Strengthening social 1. Provide

months continue to improve; development; children bonds; children develop opportunities for
many children begin to expand their vocabulary deeper attachments to
walk independently or and begin to combine primary caregivers and
active play and
with minimal support, words into simple may show signs of exploration, both
exploring their phrases or sentences to distress when indoors and outdoors.
environment with express their needs and separated. 2. Engage in
newfound mobility. desires. 2. Emerging sense of
2. Fine motor skills 2. Advancing
conversations with
self; children begin to
progress; children can problem-solving abilities; assert independence the child, using
manipulate objects with children demonstrate simple and clear
and demonstrate
greater precision, such as curiosity and creativity in
stacking blocks, turning
preferences, making language to
exploring objects and choices about activities,
pages in books, and using communicate.
solving simple puzzles or toys, and food.
utensils for self-feeding. challenges. 3. Arrange playdates
3. Increasing coordination 3. Increasing interest in
3. Heightened curiosity social interaction; or social gatherings
and balance; children
and exploration; children children enjoy playing with other children to
may start to climb stairs,
engage in imaginative alongside peers, promote social
kick a ball, or push and
play and demonstrate imitating others' actions,
pull toys while walking. interaction and peer
interest in
and engaging in simple
https://www.kidsafevic.co cause-and-effect play.
games with adults and
m.au/ages-stages/ relationships.
peers.

CHCECE032
Student Assessment
18 – 24 1. Fine motor skills 1. Language 1. Deepening sense 1. Engage in

months continue to improve, development of self-awareness; imaginative play with
allowing children to progresses rapidly; children begin to the child, using
stack blocks, children expand their assert independence, props and toys to act
manipulate small vocabulary, use express preferences, out familiar
objects, and use two-word phrases or and assert their scenarios such as
utensils with short sentences, and desires and dislikes. playing house,
increasing proficiency.engage in simple 2. Strengthening cooking in a pretend
2. Gross motor skills social bonds with kitchen, or caring for
conversations.
advance, enabling
2. Enhanced caregivers and dolls or stuffed
children to run, jump,
problem-solving peers; children animals.
climb, and navigate
obstacles with greater abilities; children demonstrate 2. Continue to
confidence and demonstrate curiosity empathy, show engage in
coordination. and creativity in concern for others' conversations with
3. Physical solving puzzles, feelings, and engage the child, using
independence completing tasks, in cooperative play. simple language and
increases; children and exploring their 3. Increasing interest clear communication
may begin to dress environment. in social interaction to encourage verbal
themselves with 3. Developing and play; children expression.
minimal assistance memory and enjoy playing 3. Arrange playdates
and show interest in imagination; children alongside peers, or social interactions
toileting training. engage in pretend sharing toys, and with other children to
play, imitating engaging in simple promote cooperative
https://www.kidsafevic familiar activities and games and activities
.com.au/ages-stages/ roles, and recalling play and peer
together. interaction.
past experiences.
2-3 years 1. Children become 1. Vocabulary 1. Children become 1. Setting up an

more coordinated and expands rapidly, and more interested in obstacle course
can engage in they begin forming playing with peers and
with tunnels,
activities such as simple sentences and engage in simple
games with others. ramps, and
running, jumping, engaging in basic
climbing, and kicking aconversations. They They start to balance beams to
ball. also start to understand basic encourage climbing
2. Their fine motor understand more social rules, such as and coordination.
skills improve, complex instructions. taking turns and 2. Reading books
allowing them to 2. Children begin to sharing.
2. Their understanding together and
handle small objects demonstrate
of others' emotions discussing the
with greater precision,problem-solving
such as using utensils,abilities, such as improves, and they pictures and
figuring out how to use may show empathy storylines,
drawing simple
towards others, such encouraging
shapes, and stacking objects for different
as comforting a friend
blocks. purposes or
who is upset. language
3. Children continue tocompleting simple development.
3. Children become
grow rapidly, with puzzles. 3. Organizing
more independent in
improvements in 3. Imaginary play their actions, wanting
becomes more playdates with
muscle strength and to do things by
coordination aiding in elaborate, as children other children to
themselves, although
engage in role-playing
their physical abilities. they still need
encourage social
and make-believe guidance and interaction and
https://www.kidsafevic scenarios. supervision from cooperation.
.com.au/ages-stages/ adults.

CHCECE032
Student Assessment
b. At approximately what age can separation anxiety start to occur? At what age does the baby reach the
approximate peak of separation anxiety?
Separation anxiety typically begins to emerge around 6 to 8 months of age and can
continue to intensify until around 12 to 18 months. However, the peak of separation
anxiety commonly occurs around 10 to 18 months of age.
https://raisingchildren.net.au/babies/behaviour/common-concerns/separation-anxiety
10. Research the current National Health and Medical Research Council Infant Feeding Guidelines, and
answer the following questions.
a. Why is breast milk considered to be the healthiest food for infants?
Compared with formula, the nutrients in breastmilk are better absorbed and used by your
baby. These include sugar (carbohydrate) and protein. Breastmilk has the nutrients that
are best for your baby's brain growth and nervous system development.
https://www.hopkinsmedicine.org/health/conditions-and-diseases/breastfeeding-your-bab
y/breast-milk-is-the-best-milk
b. At approximately what age are infants introduced to consumption of solid foods? If introduced earlier, what
potential problem may occur?
Start solid foods around 6 months

By about 6 months, a baby's iron stores are low and extra foods will be needed to
maintain healthy growth and prevent nutritional problems (such as iron deficiency). Start
to introduce solid foods (solids) around 6 months – when your baby shows an interest in
food.
Introducing solid foods too early, before the age of 4 months, can potentially lead to risk
of choking and digestive issue.
https://www.betterhealth.vic.gov.au/health/healthyliving/eating-tips-for-babies

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Student Assessment
c. Identify three (3) barriers to breastfeeding, and three (3) methods that educators could use to assist a mother
who is facing the inhibitions and create a supportive environment for breastfeeding.
Barriers to breastfeeding:
1. Lack of knowledge about breastfeeding.
2. Embarrassment about feeding in public.
3. Returning to work and accessing supportive childcare.
Methods that educators could use to assist a mother who is facing the inhibitions and
create a supportive environment for breastfeeding:
1. Provide accurate and evidence-based information about the benefits of breastfeeding
for both the mother and the baby.
2. Facilitate support groups or breastfeeding circles where mothers can connect with
each other, share experiences, and offer encouragement.
3. Create breastfeeding-friendly environments by providing comfortable seating areas,
privacy screens, and designated nursing areas where mothers can breastfeed discreetly
if they choose.
https://www.breastfeedingtas.org/about/barriers_to_breastfeeding
d. Fill in the following table with information from ‘Infant Feeding Guidelines: Information for health workers’.
Breast milk status Storage at room Storage in Storage in freezer
temperature (26°C or refrigerator (5°C or
lower) lower)
Freshly expressed into
6-8 hours No more than 72 2 weeks in freezer compartment
sterile container inside refrigerator (-15°C)
If refrigeration is hours 3 months in freezer section of
available store milk Store at back, refrigerator door (-18°C)
there where it is coldest 6-12 months in deep freeze (-20°C)
Previously frozen
(thawed)
4 hours or less - 24 hours Do not refreeze
that is, the next
feeding
Thawed outside
refrigerator in warm
For completion of 4 hours or until Do not refreeze
water feeding next feeding
Infant has begun feeding

Only for Discard Discard
completion of
feeding
Discard after feed

CHCECE032
Student Assessment
11. Answer the following questions related to food allergies.
a. Define a food allergy and list its three (3) symptoms.
An allergy is an unpleasant or dangerous immune system reaction after a certain food is

eaten.
Some common symptoms include: an itchy sensation inside the mouth, throat or ears. a
raised itchy red rash (urticaria, or “hives”) swelling of the face, around the eyes, lips,
tongue and roof of the mouth (angioedema)
https://www.nhsinform.scot/illnesses-and-conditions/nutritional/food-allergy
b. Define an anaphylaxis response including its three (3) signs.
An anaphylaxis response is a severe and potentially life-threatening allergic reaction that

occurs rapidly after exposure to an allergen.
Skin reactions, including hives and itching and flushed or pale skin. Low blood pressure
(hypotension) Constriction of the airways and a swollen tongue or throat, which can
cause wheezing and trouble breathing. A weak and rapid pulse.
https://www.mayoclinic.org/diseases-conditions/anaphylaxis/symptoms-causes/syc-2035
c. Define a food intolerance including the reasons for causing it and list its three (3) symptoms.
A food intolerance means either the body can't properly digest the food that is eaten, or
that a particular food might irritate the digestive system. Symptoms of food intolerance
can include nausea, gas, cramps, belly pain, diarrhea, irritability, or headaches.
https://kidshealth.org/en/parents/allergy-intolerance.html

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Student Assessment
d. List at least four (4) key methods that can be used to prevent a potentially serious reaction food allergy in
childcare settings.
1. Provide comprehensive allergy awareness training to all staff members, including

teachers, caregivers, and kitchen staff.
2. Implement strict food allergy policies within the childcare setting to minimize the risk of
exposure to allergens.
3. Develop individualized care plans for children with known food allergies in
collaboration with their parents or guardians and healthcare providers.
4. Foster open communication and collaboration between childcare staff, parents or
guardians, and healthcare providers to ensure the safety of children with food allergies.
https://www.hopkinsmedicine.org/health/conditions-and-diseases/food-allergies-in-childre
n
12. List three (3) effective communication skills that you would demonstrate as an educator when communicating
with families.
1. When communicating with one another use eye contact, posture/body language, and face the
person by sitting nearby to focus on what the other person has to say.
2. Avoid giving quick advice, even if we know the solution to another person’s problem. Giving quick
advice shows that we really aren’t giving our full attention to what they have to say, and we’re not
valuing the other person.
3. Jumping to conclusions is a bias often referred to as ‘inference-observation confusion’ or in
Layman’s terms, ‘a communication obstacle’ occurring when we make up our mind before we have
all the facts.
https://www.aifc.com.au/effective-communication-for-conflict-resolution

a. According to the Early Years Learning Framework; Belonging, Being & Becoming, name four (4)
communication techniques and/or opportunities that an educator can use to help increase a child’s verbal and
non-verbal communication.
1. Engage in enjoyable interactions with babies as they make and play with sounds.
2. Listen to and respond to children’s approximations of words.
3. Recognise that children enter early childhood programs having begun to communicate
and make sense of their experiences at home and in their communities.
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_t
he_early_years_learning_framework_for_australia.pdf

CHCECE032
Student Assessment
b. List two (2) one-to-one methods that educators can use to interact with children in the 0–2 room in order to
support children’s communication, learning/development and wellbeing.
Children aged Wellbeing

0-2 years Communication Learning/development
1. Educators can initiate joint Responsive caregiving
Educators can engage in
attention by presenting narrative interactions with involves consistently
interesting objects or toys and infants by describing their meeting infants' needs in a
then following the infant's
actions, naming objects, and timely and sensitive
gaze or pointing gestures to
explore the object together. narrating daily routines. manner.
https://aussiechildcarenetwor https://aussiechildcarenetwor https://aussiechildcarenet

k.com.au/ k.com.au/ work.com.au/
2. Educators can support Educators can engage children Educators can engage in
children's communication in one-to-one exploratory one-to-one interactions with
development by modeling and activities that promote hands-on children to validate their
expanding upon their language learning and discovery. feelings, identify the underlying
during one-to-one interactions. emotions, and provide
strategies for coping effectively.
https://aussiechildcarenetwork.c
https://aussiechildcarenetwork.
com.au/
om.au/ https://aussiechildcarenetwork.
com.au/
a. Identify the type of information you should communicate with parents each day in order to involve them in
promoting children positive eating patterns.
1. Use bulletin board and/or email to post:

- Healthy eating policy
- Weekly menus on bulletin board
- Sample list of healthy snacks
- Recipe of the week
- Pictures of food related activities their children are doing
2. Regular healthy eating insert in newsletter
https://appetitetoplay.com/healthy-eating/tips-ideas/ways-communicate-families-about-healthy-eating
b. What form/s this communication will take place effectively?
Childcare facilities can make sure that parents receive the information they need in both
a visual and digital format by combining email announcements and bulletin board posts.
This makes it easy and accessible for parents to stay updated about good eating habits
for their kids.

CHCECE032
Student Assessment
15. Answer the following questions in point form.

a. In relation to routine tasks, why is it important to adapt the experiences to meet the individualised needs of
babies and toddlers and their families’ practices? Provide at least four (4) reasons.
Also, infants and toddlers are developing a sense of who they are—a sense of self.
Through individualized care routines with a responsive, trusted adult, each child can
learn that he or she is valued, included, and a part of the community.
1. Encourages Development in a Positive Way

2. Builds Bonds with Others
3. Promotes Involvement and Engagement
4. Honors Differences and Encourages Inclusion
https://childcareta.acf.hhs.gov/infant-toddler-resource-guide/infanttoddler-care-providers/
planning-infants-and-toddlers/routines
b. Describe how you could support children when toilet training in consultation with a parent to ensure the
toileting practice consistent with their home practice.
Include potty training in the everyday routine as soon as the kids start. Whether or not the
child says he needs to go, take him to the bathroom on a frequent basis. Assist him to
undress and take a seat on the toilet. Encourage the parents to do the same even at
home.

CHCECE032
Student Assessment
c. Give an example of considerations that an educator should take into account while providing the following
personal care routines for the children with various backgrounds and cultures.
Food and feeding
requirements
Dietary Restrictions and Allergies
Dress / clothing
requirements
Climate and Weather Conditions
Physical
requirements
Dress Code and Modesty
Health requirements
Hygiene Practices and Sanitation
16. Briefly explain why the use of comfort items from home can benefit babies and toddlers.
Overall, transitional objects make children feel good and help them manage new
experiences. Comfort objects: Help children relax and get to sleep. Are companions that
children can talk to, sleep alongside, and share experiences.
https://www.careforkids.com.au/blog/the-strong-bond-between-children-and-comfort-obje
cts
17. Outline the Australian Standards for cots, bedding, clothing and position during sleep practice that must be
met to ensure the safety of the baby.
Safe cot:
Australian Standard for Cots (As 2172)

1. Check that there are no small holes or openings between 5mm and 12mm wide which
small fingers fingers cannot be caught
2. Check that there are no spaces between 30 mm and 50 mm that could trap child's
arms or legs
3. Check there are no fittings (including bolts, knobs and corner posts) that might catch
onto your child's clothing and cause distress or strangulation

CHCECE032
Student Assessment
Safe cot mattresses:
1. The mattress must be flat and fit snugly to within 20 mm of sides and ends
2. With the mattress base net in the lower position, the cot sides or end need to beat
least 500 mm higher than the mattress.
Safe Bedding:
1. Wash hands before putting on gloves

2. Presoak items before washing
3. Remove gloves
4. Dry bedding either in sun or dryer
Clothing:
1. Use a cotton sheet or muslin to wrap the baby. Baby can overheat with a blanket.
2. Make sure the baby is wearing little under the wrap, a singlet and a nappy in summer
and a light grow suit/onesie in winter.
3. Adjust the wrapping for developmental stage of the baby, for a younger baby, include
their arms in the wrap for an older baby allow their arms to be free.
4. Stop wrapping the baby when they start to roll. This often happens between four and
six months, but sometimes babies start to roll even younger.
5. Do not use a bunny rug or blanket.
Position:
The approved provider of an education and care service must take reasonable steps to
ensure that the needs for sleep and rest of children being educated and cared for by the
service are met, having regard to the ages, development stages and individual needs of
the children.

CHCECE032
Student Assessment

a. Identify five (5) risk factors associated with sudden and unexpected death in infancy (SUDI).
1. Low birthweight
2. Premature birth
3. Maternal nutrition during pregnancy
4. Maternal smoking
5. Maternal alcohol use
https://www.healthdirect.gov.au/sudden-infant-death-syndrome-sids
b. Briefly explain why the following sleeping practices greatly reduce the risk of SUDI.
It is very important to put the baby to sleep on their back. Baby’s risk of SUDI is significantly increased if they
sleep on their stomach.
Healthy babies placed to sleep on their backs are less likely to choke on vomit than tummy-sleeping babies.
Back-sleeping ensures that babies’ airways are kept clear and their protective reflexes (gag, swallow and
arousal) can work at their best.
Over time, sleeping on their back may slightly flatten the back of your baby’s skull. This is called ‘positional
plagiocephaly'. It usually improves by itself without any medical intervention before the child’s first birthday. We
can help by practicing supervised Tummy Time when baby is awake and is not tired or hungry.
https://www.betterhealth.vic.gov.au/health/healthyliving/sudden-unexpected-death-in-infants-sudi-and-sids
19. Define the following two (2) types of sleep.

Active sleep:
Active sleep means that the child may move, groan, open their eyes, cry out or breathe
noisily or irregularly.
https://www.betterhealth.vic.gov.au/health/healthyliving/typical-sleep-behaviour
Quiet sleep:
Quiet sleep means the child will lie relatively still and their breathing will be more even.
https://www.betterhealth.vic.gov.au/health/healthyliving/typical-sleep-behaviour

CHCECE032
Student Assessment

a. Complete the table below to identify the sleep patterns of different ages of babies and toddlers.
Age Passible sleep pattern
Birth to 3
Newborns generally sleep 12 to 16 hours in a 24-hour period and do not know
months
the difference between day and night. Newborns need regular feeding, so they
usually sleep in short periods. Newborns sleep in short bursts, known as sleep
cycles which are usually around 20 to 50 minutes long.
https://www.betterhealth.vic.gov.au/health/healthyliving/typical-sleep-behaviour-n
b-0-3-months
3 to 6 months
Between the age of 3 and 6 months, some babies have 2 or 3 longish sleeps
during the day, while others just have short naps. A few sleep 12 hours at night
without interruption, some manage 8 hours while many others wake fairly
regularly for feeds. Most have learned to sleep more at night than they do during
the day.
https://www.healthywa.wa.gov.au/Articles/S_T/Sleep-3-6-months
6 to 12
Babies at 6 to 12 months are beginning to know the difference between night and
months
day. They may not need to wake up as much at night because night feeds will have
reduced. At this age, most babies sleep 10-14 hours in a 24-hour period. Their
longest sleep period tends to be at night.
https://www.betterhealth.vic.gov.au/health/healthyliving/typical-sleep-behaviour-nb-
6-12-months
12 months +
Teenagers need 8-10 hours of sleep each night. It's common for teenagers
to start going to bed and waking up later. Simple habits can help teenagers
get the sleep they need for health and wellbeing.
https://raisingchildren.net.au/teens/healthy-lifestyle/sleep/sleep-teens
b. List a minimum of three (3) things that you can share if families come to you with questions or issues about
their children's sleeping patterns after the transition.
1. By informing them that throughout periods of change, it's normal for kids to have
disturbances in their sleep patterns. Together, determine what could be causing this shift and
look into methods to assist your child in adjusting to a new sleep schedule.
2. Will talk about their child's unique sleep requirements and preferences, and will offer them
support and direction as they make this change together.
3. Establishing a regular bedtime ritual can assist in informing a youngster when it's time to wind
down and get ready for bed. Work with your family to come up with a customized bedtime ritual
that will fit your child's interests and make them feel relaxed and at ease before going to bed.

CHCECE032
Student Assessment
21. Babies and toddlers have an individual sleep pattern and routine. Educators should take their routines and
rituals into account when caring for multiple babied in order to accommodate every child’s need for sleep and
rest. Briefly explain why it is important to consider each child’s routines and patterns and accommodate them
individually.
“Routines offer opportunities to build relationships with each infant and toddler that
promote attachment and trust” (EHS NRC, 2014, p. 6). Also, infants and toddlers are
developing a sense of who they are—a sense of self.
https://childcareta.acf.hhs.gov/infant-toddler-resource-guide/infanttoddler-care-providers/
planning-infants-and-toddlers/routines
22. Hand washing is an important practice to minimise infection prevalence. In reference to Infection Control
Guidelines applicable to your state, provide a response to the following.
a. List at least three (3) best practices as to when the staff and children should perform handwashing.
Staff:
1. Immediately before handling food, preparing bottles, or feeding children.

2. After using the toilet, assisting a child in using the toilet, or changing diapers.
3. After handling soiled items such as garbage, mops, cloths and clothing.
Children:
1. After playing on the playground.

2. Whenever hands are visibly soiled.
3. After each diaper change or visit to the toilet.

CHCECE032
Student Assessment
b. When changing a child’s nappy, how many times and when should you wash your hands?
The person changing the nappy should wash their hands three times during the entire
procedure: before they start, after changing the nappy and after cleaning the change
table.
https://ecka.org.au/wp-content/uploads/2021/02/Nappy-Change-Toileting-Policy.pdf
23. Educators must determine the child’s readiness for toilet training and then identify the ways to prepare and
commence the training. Provide a response to the following questions.
24. a. List four (4) signs of readiness for toilet training.
1. Is walking and can sit for short periods of time.

2. Is generally more independent, including saying 'no' more often.
3. Is interested in watching others go to the toilet.
4. Has dry nappies for 2 or more hours.
https://raisingchildren.net.au/preschoolers/health-daily-care/toileting/toilet-training-guide
b. List three (3) things educators could teach children prior to toilet training.
1. Teach your child to wipe their bottoms thoroughly. You can use pre-moistened wipes for your
little one to wipe their bottom effectively (remember not to flush unless they are flushable).
2. Teach them to flush the toilet and wipe the toilet seat or their potty.
3. Demonstrate to them how to wash their hands – first wet them, then apply soap, then scrub
for at least 25 seconds to cover their whole hands, then rinse and dry.
https://www.startingblocks.gov.au/resources/parenting-and-home/getting-into-a-routine/toilet-trai
ning-your-child
c. Outline the appropriate procedure for toilet training.
1. Use words to express the act of using the toilet ("pee," "poop," and "potty").
2. Ask your child to let you know when a diaper is wet or soiled.
3. Identify behaviors ("Are you going poop?") so that your child can learn to recognize the
urge to pee and poop.
4. Get a potty chair your child can practice sitting on. At first, your child can sit on it
wearing clothes or a diaper. When ready, your child can go bare-bottomed.
https://kidshealth.org/en/parents/toilet-teaching.html

CHCECE032
Student Assessment
24. It is a distressing and painful process for both children and families when children transit from home to
education and care services. Consider this statement and provide a response to the following.
a. State at least three (3) common signs of distress and pain provided by children
1. Withdrawing from playgroups and friends.

2. Competing more for the attention of parents and teachers.
3. Being unwilling to leave home.
https://www.samhsa.gov/find-help/disaster-distress-helpline/warning-signs-risk-factors
b. Identify three (3) strategies an educator can use to calm children including families’ support.
1. Help children make the transition to child care by starting slowly and getting support
from child care educators.
2. Ease children into new routines, and make sure they have enough attention, rest and
quiet play at home.
3. A good relationship with early childhood educators can help children settle in.
https://raisingchildren.net.au/grown-ups/work-child-care/planning-starting-child-care/care-
planning-settling
c. State at least three (3) common signs of stress that family members may have.
1. Irritable, angry, impatient or wound up.

2. Over-burdened or overwhelmed.
3. Anxious, nervous or afraid.
https://www.mind.org.uk/information-support/types-of-mental-health-problems/stress/sign
s-and-symptoms-of-stress/
d. Identify three (3) strategies an educator can use to respond to family members’ signs of stress.
1. Active Listening and Empathy

2. Provide Resources and Support
3. Collaborative Problem-Solving
https://www.acecqa.gov.au/sites/default/files/2020-01/QA5_Supporting_children_to_regul
ate_their_own_behaviour.pdf

CHCECE032
Student Assessment
25. Research the Australian Dental Association (ADA) Oral Hygiene Guidelines and Tips for Parents and
Carers of Young Children. Based on ADA recommendations, answer the following questions:
a. When should parents start brushing a child’s teeth and with what?
As soon as the first tooth appears (usually at around 6 months of age) brush gently with a
soft children's toothbrush and water.
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/toothbrushing-childre
n
b. What causes tooth decay in children, and why does excessive bottle use specifically increase the risk
of tooth decay?
These names are used because the evidence suggests that early childhood caries can occur if
babies and infants are settled to sleep with a bottle of milk or formula (or other sweet drinks).
Milk can pool in the mouth and the lactose sugar in milk feeds the bacteria that cause decay as
the baby sleeps.
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/tooth-decay-young-children
c. Briefly explain why bottles should be restricted to meal-times only.
The best way to prevent baby bottle tooth decay is to limit your child's time with a bottle,
especially at bedtime. Give him a bottle at mealtime, but don't let him suck on it
throughout the day. If sucking is soothing to your child, give him a pacifier.
https://aussiechildcarenetwork.com.au/forum/certificate-3-assignments/oral-health-during
-meal-times
d. At what age should a cup be introduced in place of a bottle? At what age should bottle feeding/ bottle
use be stopped altogether?
Most doctors recommend introducing a cup around the time a baby is 6 months old. In the
beginning, much of what you serve in a cup will end up on the floor or on your baby. But by 12
months of age, most babies have the coordination and hand skills needed to hold a cup and
drink from it.
https://kidshealth.org/en/parents/no-bottles.html
e. Describe three (3) strategies to restrict bottles to mealtimes only, and to wean a child off bottle use
altogether.
1. Stop offering bottles altogether.
2. Pack all bottles away and out of sight. I
3. If your child asks for a bottle, offer a drink from a cup and/or a snack instead.
https://raisingchildren.net.au/babies/breastfeeding-bottle-feeding-solids/weaning/weaning-off-bottle-feeding
26. a. The cot is near with the electrical supply. This may cause to electrical shortage.
b. The toys are scattered on the floor. The children may slip on these that may lead to accident.
c. There is a couch beside the cabinet. The child might pull it out that may lead to accident.

CHCECE032
Student Assessment
26. There are three (3) hazards identified in this photo of the indoor area for the 0-2 year olds. For each
hazard identified, briefly explain why it is a risk or hazard for this age group and how to reduce the risk
and make a safe environment for the children.
Kehan Yi, the best teacher!

CHCECE032
Student Assessment
27. For each of the following photographs identify a minimum of two (2) potential safety factors and the
level of supervision required.
1. Ensure the proper handling of tools.
n a s
n a s

CHCECE032
Student Assessment
n a s
n a s
n a s
CHCECE032
Student Assessment
28. Complete the following table to identify the names and descriptions of the listed holds for a baby or a
toddler.
Holds for a baby or a toddler Name Description
Lap Hold Sit in a chair with your feet

firmly on the ground and place
your baby in your lap. Their
head should be at your knees,
face up. Lift their head up with
both of your hands for support
and your forearms under their
body.
https://www.healthline.com/he
alth/parenting/how-to-hold-a-n
ewborn
Shoulder Hold Rest your baby on your chest and

shoulder, supporting their head
and neck with your hand. Place
your other hand under your baby's
bottom. Keep your baby safe:
never hold hot drinks or cook while
you're holding your baby. Always
hold your baby securely when
going up or down steps.
https://raisingchildren.net.au/newb
orns/health-daily-care/holding-new
borns/how-to-hold-your-newborn
Breast Feeding Your baby's head, shoulders

Hold and back should be in a
straight line and facing your
body. Their head will be at the
same level as your breast with
their mouth and nose level with
your nipple. Their body can be
lower than their head, often
tucked under your other breast.
https://www.breastfeeding.asn.
au/resources/positioning

CHCECE032
Student Assessment
29. Outline the process of picking up a newborn baby safely and appropriately.
Q27:
1. Choking hazard
Sunburn
Ensure proper use of tools
Provide full supervision
2. Choking hazard
Allergies
Full supervision
3. Falling hazard
Lost of balance
4. Force
Close supervision
5. Tripping hazard
Falling hazard
Close supervision
6. Choking
Allergies
Close supervision
29. 1. To pick up your baby, slide one hand under their head and neck and the other hand under their bottom. Bend your knees to protect your back.
2. Once you’ve got a good hold, scoop up your baby and bring them close to your chest as you straighten your legs again.
https://raisingchildren.net.au/newborns/health-daily-care/holding-newborns/how-to-hold-your-newborn
30. Describe how parents assist children to eat using the following parental feeding styles.
Indulgent feeding style:
Parents make nondirective and supportive requests for their children to eat; however,
they make fewer eating demands on their children compared with other styles of feeding.
https://www.ncbi.nlm.nih.gov/pmc/articles
Uninvolved feeding style:
This style is associated with a lack of structure, limits, and food security. There may be
limited contact with children during meals as the parent ignores signs of hunger or other
emotional needs. There may be limited foods on offer.
https://fussyeater.com.au/what-s-your-feeding-style
Authoritarian (controlling) feeding style:
Giving the child control over their food behaviors, emotion regulation, using food as a
reward, and controlling food intake for weight control. Children's eating styles did not
largely vary by parenting cluster.

CHCECE032
Student Assessment
Authoritative (diplomatic) feeding style:
An authoritative feeding style in diplomacy can be described as a balanced approach that

combines elements of both assertiveness and cooperation in interactions with other
nations or parties.
31. Describe five (5) strategies that an ECEC educator could use to safely and appropriately monitor and
foster children’s physical and gross motor development
1. Planned Physical Play: Include planned physical exercises in your everyday schedule.
Games, dances, yoga classes, and obstacle courses that encourage the development of
gross motor abilities could all fall under this category.
2. Outdoor Exploration: Make use of outdoor play spaces to promote movement and
discovery.
3. Adjusted Supervision: Keep a close eye on youngsters when they play physically to
guarantee their safety, but also give them room to explore and take calculated chances
within reasonable bounds.
4. Developmentally Appropriate Equipment: Make age- and developmentally-appropriate
tools and resources available to support the growth of gross motor skills.
5. Individualized Support: Acknowledge and take into account the variations in each
person's physical capabilities and rate of growth.
https://playgroundideas.org/what-is-play-based-learning/?gad_source


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CHCECE032

Nurture babies and toddlers

ASSESSMENT TASK 1 – QUESTIONING

☐ I have read and understand unit information and assessment instruction

Student ID MEL16808 Date

Student Name NICOMAR A. SABIANO

Explanation of the  List / identify / state / give/provide = present in brief form

CRICOS Provider Code 02934D

2. Research the National Quality Standard and complete the following:

The National Quality Standard's Quality Area 2 is dedicated to enhancing children's

CRICOS Provider Code 02934D

1. Illness and Infectious Disease Management Policy

c. Summarise in your own words the main objectives of Quality Area 5?

CRICOS Provider Code 02934D

Information from Lecture Notes

Information from Lecture Notes

Heating prepared bottles

1. Use of Warm Water

Information from Lecture Notes

CRICOS Provider Code 02934D

A vaccine is a biological preparation that stimulates the immune system to produce an

CRICOS Provider Code 02934D

1. Social: friends, stimulation, recreation.

CRICOS Provider Code 02934D

1. Inter-generational Impact: Reflect on how the mental health of parents or primary

1. Parental Modeling: Reflect on the role of parents or caregivers in modeling healthy

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

9. Provide a response to the following.

1- 3 1. Limited control 1. Basic 1. Developing 1. Gentle touch and

4- 6 1. Improved muscle 1. Increased 1. Forming 1. Providing

CRICOS Provider Code 02934D

7- 9 1. Improved muscle 1. Heightened curiosity 1. Strengthening 1. Provide safe and

1. Increased mobility; many 1. Enhanced 1. Deepening attachment 1. Provide a variety of

12- 18 1. Gross motor skills 1. Rapid language 1. Strengthening social 1. Provide

CRICOS Provider Code 02934D

18 – 24 1. Fine motor skills 1. Language 1. Deepening sense 1. Engage in

2-3 years 1. Children become 1. Vocabulary 1. Children become 1. Setting up an

CRICOS Provider Code 02934D

Start solid foods around 6 months

CRICOS Provider Code 02934D

Infant has begun feeding

CRICOS Provider Code 02934D

11. Answer the following questions related to food allergies.

a. Define a food allergy and list its three (3) symptoms.

An allergy is an unpleasant or dangerous immune system reaction after a certain food is

b. Define an anaphylaxis response including its three (3) signs.

An anaphylaxis response is a severe and potentially life-threatening allergic reaction that

CRICOS Provider Code 02934D

1. Provide comprehensive allergy awareness training to all staff members, including

13. Provide a response to the following.

CRICOS Provider Code 02934D

Children aged Wellbeing

https://aussiechildcarenetwor https://aussiechildcarenetwor https://aussiechildcarenet

14. Provide a response to the following.

1. Use bulletin board and/or email to post:

b. What form/s this communication will take place effectively?

CRICOS Provider Code 02934D

15. Answer the following questions in point form.