ED1439: Sensory Stimulation is Food for the Brain of Babies and Toddlers Provide Two Examples of How Bright Colors, Novelty, and Stimulation can Affect Brain Development: Early Childhood Education and Care Assignment, JCU, Australia

001 Quality Care Practices

CHCECE005 Provide care for babies and toddlers

Element 1 Promote safe sleep

Element 2 Provide positive nappy-changing and toileting experiences

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1

To complete this task refer to (p. 23 and 169 –170) of your textbook ‘Birth to Big School’ and (p. 283-284) of your textbook ‘The Big Picture.

a) Sensory stimulation is food for the brain of babies and toddlers. Provide two examples of how bright colors, novelty, and stimulation can affect brain development.

b) Hutchins and Sims (1999) suggest four strategies to support attachment in child care settings. List each strategy and explain the meaning.

c) List nine key qualities that should be included in daily routines for babies and toddlers to support their social, emotional, language and physical care needs.

Question 2

Read each educator practice and explain why the practice supports respectful and trusting relationship with babies and toddlers.

Educator Practice: Why the practice supports respectful and trusting relationship with babies and toddlers.

Educators always try to assist toddlers to see the consequences of their actions in a respectful manner. E.g. “Look at Callie, she’s crying. Can you give her a hug?”

Every child has their own space to put their personal belongings.

Each baby/toddler follows their own individual sleep routine.

The program at Blue Bay Early Learning Centre reflects the rich cultural diversity of the local and broader community.

 Question 3

To complete this task refer to (pp. 147) of your reading:

• Guide to the National Quality Framework.

What does the National Quality Standard (NQS) aim to achieve with Element 2.1.1 Wellbeing and comfort, in relation to children’s individual comfort and wellbeing requirements within daily routines?

Question 4

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Sleep Routine

The educator recognizes and accommodates the specific sleep/rest patterns of babies and toddlers.

Molly’s parents informed the educator, Sue, that when Molly (6 months) is tired she rubs her eyes and cries. When she is settling for asleep, she likes to hold the satin edge of a baby blanket.

After lunchtime Sue notices Molly is restless and rubbing her eyes. She picks Molly up and says, “Are you sleepy Molly?” Molly snuggles into Sue’s shoulder. As Sue changes Molly’s nappy, she talks softly to her. Sue sits on the lounge with Molly in her lap and gives Molly her bottle. Molly holds the bottle and Sue sings Molly’s favorite song.

When Molly has finished her bottle she is looking drowsy. Sue places Molly in the cot with her satin edge blanket. Sue stays with Molly until she is asleep.

a) In the scenario ‘Sleep Routine’, how has the educator demonstrated quality care practices in relation to the family’s individual routine for Molly?

Scenario: Individual Routine

Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backward, arching her back as she screams.

b)In the scenario ‘Individual Routine’, list the behaviors that indicate Sara is unhappy when placed in the cot.

c)What should the educator do to comfort Sara?

d)Identify how the educator can involve the family in developing a better sleep routine for Sara?

Question 5

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Planning for Development

Educators are sensitive to toddlers emerging skills and plan an environment that is predictable and allows children to practice their new skills.

Ben (18 months) has been attempting routine tasks such as hand washing and becomes upset, saying ‘I do’, if the educator attempts to help. To encourage him, the educator has ensured the soap and paper hand towels are easily accessible. She also puts up photographs of ‘hand washing’ over the taps. She talks to Ben about each step in hand washing and allows plenty of time for practice.

How has the educator supported Ben’s attempts to gain new skills and providing an environment to support skill development?

Question 6

To complete this task refer to (p. 285)of your textbook ‘The Big Picture.

What physical indicators may a baby or toddler display that shows they are tired and in need of sleep and rest?

Question 7

To complete this task refer to (p.287) of yourtextbook ‘The Big Picture’ and the readings:

• Baby sleep: Light and noise.
• Sudden Infant Death Syndrome (SIDS)

a)SIDS and Kids is the recognized national authority on safe sleeping practices for infants and children. Describe the meaning of SIDS.

b)List the recommendations for safe sleep practices for babies.

c)Providing an environment that is conducive to rest can be assisted by adjusting lighting and noise conditions. What are four strategies that you can use to manage light and noise?

Question 8

Look at the set of photographs below. For each photo describe how the educator uses daily routines to interact one-to-one with the child.

Question 9

To complete this task refer to (p. 288-289) of your textbook ‘The Big Picture.

a)List seven characteristics that a child who is ready for toilet training may display.

b)What information can be provided to families in relation to pre-toilet training?

c)What six steps can educators consider when sensitively and positively supporting children who are toilet training?

d)List two supportive practices the educator can adapt experiences to meet the individual child’s routines in relation to nappy change and toileting.

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Anna Educator Anna always gets down to the toddler’s level and explains that it’s time for a nappy change. Anna never hurries the toddler and allows them to finish their play.

e)How does Anna’s behavior reflect the UN Rights of the child and the ECA Code of Ethics in relation to every child’s right to be treated respectfully?

002 Supportive Care Routines

CHCECE005 Provide care for babies and toddlers

Element 1 Promote safe sleep

Element 3 Promote quality mealtime environments

Element 4 Create a healthy and safe supporting environment

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1

To complete this task refer to (pp.282 – 286) of your textbook ‘The Big Picture.

Scenario: Lucie

Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated. Lucie’s parents have asked that Lucie have only one sleep per day (after lunch). The educator finds that because Lucie is so tired by lunchtime that it’s difficult to settle her for asleep.

How can the educator adapt the lunchtime routine to meet Lucie’s need for rest?

Question 2

To complete this task refer to (pp. 269-271, 290) of your textbook ‘The Big Picture.

Scenario: Shelbie

At lunchtime, the educator serves the children their meals individually in bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The educator closely supervises all children during mealtime and also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food.

Shellbie(12 months) is learning to eat and drink independently at mealtimes. She enjoys exploring the texture of foods and alternates between using her hands and spoon.

Shellbie always enjoys her meals. When she is finished she lets the educator know by raising her arms and saying ‘Up’

a)How have the educators ensured Shellbie’s safety while eating her lunch?

b)How has the educator provided for Shellbie’s growing independence?

c)What would you communicate with Shellbie’s parents about her mealtimes?

Question 3

To complete this task refer to (pp. 131 – 132) of your textbook ‘The Big Picture.

Document how to prepare formula and breast milk according to recommended food safety standards. Take into consideration, safe storage, heating, and cleaning.

Question 4

To complete this task refer to your reading:

• Get Up and Grow Healthy Eating and Physical Activity for Early Childhood – Staff/Carers Book.

As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wishes to continue breastfeeding.

List three ways a service can identify as ‘breastfeeding friendly?

Question 5

To complete this task refer to (p. 292-293)of your textbook ‘The Big Picture.

List the National Health and Medical Research Council guidelines for healthy eating for:

a)Infants up to 6 months.

b)Infants 6 – 12 months.

c)Indicate the daily recommended serves of each of the following food groups for each age group.

Food Group      1 – 2 years         2 – 3 years         4 – 8 years

Vegetables and legumes/beans.

Fruit.

Grain (cereal) foods, mostly wholegrain.

Lean meat and poultry, fish, eggs, nuts and seeds, and legumes/beans.

Milk, yoghurt, cheese and/or alternatives (mostly reduced fat).

Approx. number of additional serves from the five food groups or discretionary choices.

Question 6

To complete this task refer to (p. 128 & 130) of your textbook ‘The Big Picture.

a)List the five key practices to minimize the risk of food contamination.

b)What is the minimum temperature for cooking most foods?

c)What is the minimum temperature for reheating food?

Question 7

To complete this task refer to (p. 161 – 162)of your textbook ‘The Big Picture.

1. a) In relation to the recommended vaccination schedule, list the ages when children receive vaccinations.
2. b) According to Regulation 162, where must children’s immunization records be kept?

Question 8

To complete this task refer to (p. 155-156)of your textbook ‘The Big Picture.

List the five key procedures for infection control.

Question 9

To complete this task refer to (pp. 171 – 181)of your textbook ‘The Big Picture.

Listed below are common safety hazards for babies and toddlers. Suggest one way in which the educator could reduce each hazard.

1. a) Infants not yet crawling.

Hazard: May roll off the nappy change table.

b)Infants crawling and beginning to walk.

Hazard: May choke on small objects and some foods.

c)Toddlers.

Hazard: Will attempt to stand and climb out a high chair.

003 Nurturing Environments and Relationships

CHCECE005 Provide care for babies and toddlers

Element 4 Create a healthy and safe supporting environment

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

Performance Evidence

Knowledge Evidence

Question 1

To complete this task refer to (pp. 279– 298)of your textbook ‘Birth to Big School’.

a)List two ways in which this space supports and stimulates the baby’s development?

b)How does this setting demonstrate a safe and stimulating play space for physical development?

c)Look at this setting and explain how it provides a safe play environment for toddlers.

Question 2

To complete this task refer to (pp. 263– 269)of your textbook ‘The Big Picture

Scenario: Supporting Physical Development

Katie (8 months)has learned how to pull herself to a standing position and walk around furniture. The educator places some toys on a sturdy child’s chair.

a)How is the educator supporting Katie’s developing skills?

b)What equipment/experiences should the educator provide to support Katie’s physical development?

Question 3

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Supporting Emotional Development

The educator, Jill, sits with Eva (18 months) and Anna (20 months). Earlier this morning a parent had bathed and breastfed her new baby while the children watched.

Jill: “Can you see the baby in the bath? I think we need to wash her. Here’s a washer for you Anna and here’s one for you Eva and here’s one for me.”

Jill models how to wash the baby. “We need to hold her gently and make sure her head doesn’t go under the water. Here you go baby. Do you like the nice warm water on your tummy?”

“Eva, you’re doing a good job washing the baby’s hair. You’re being very gentle.”

“Anna are you tickling the baby’s toes when you wash her feet? I think she likes that.”

Jill remains with Eva and Anna during this experience, offering encouragement and describing the children’s actions.

Identify the strategies the educator is using to create a supportive learning environment for Eva and Anna.

Question 4

To complete this task refer to (pp. 276-277,304-305)of your textbook ‘The Big Picture’ and the reading:

• Settling your child into care.

Scenario: Cultural Practices

Lali’s(16 months)family is from India. They have been in Australia for three months. Lali has now been at the service for six weeks and attends two days per week. Her parents are undertaking studies at the university and will be in Australia for two years.

Lali’s parents speak fluent English and Assamese. They speak to Lali mainly in Assamese but want her to also learn English.

When Lali is not in childcare she is cared for by her maternal grandmother who has made the trip with the family. Lali’s grandmother also lived with the family in India and has always helped to care for Lali. Grandmother speaks limited English and talks to Lali in Assamese. Lali is used to the constant attention of her family and finds the unfamiliar surroundings of childcare difficult. She follows the educator around whimpering and holding her arms up to be carried.

When is time for Lali to sleep she screams when the educator lifts her into a cot. The educator finds that the only way she can get Lali to sleep is to sit with her in the rocking chair and gently rock her to sleep.

a)What factors have contributed to Lali finding it difficult to settle into childcare?

b)What could you do to support Lali to adjust to care?

Question 5

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Adjusting to Change

Ava (14 months) has attended child care for eight months. She initially settled well and has developed a strong bond with educators. Ava was attending the service three days per week but now attends full-time as both parents have full-time jobs.

Ava has not adjusted well to this change. Normally Ava is happy to go to an educator and wave goodbye to Mum or Dad. Now she screams and clings to her mother or father and continues crying for around an hour. Mum, Dad, and educators are all upset by this change in Ava and decide to meet after hours to work on a plan to help Ava settle.

a)Suggest what the parents/educators could do to help Ava adjust to her new routine?

b)Explain why it is important for educators to support Ava’s parents during this time.