Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Respond to cues and needs of babies/infants
  2. Develop and maintain a nurturing relationship with babies/infants
  3. Settle new arrivals
  4. Provide an environment that provides security for babies/infants

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge of

food groups and identification of foods high in fat sugars salt and fibre

Attachment and separation anxiety and appropriate responses

Babiesinfants games

Care giving practices within different cultural groups

Child protection policy of service

Cultural practices and beliefs about food provision

Current understanding of use of licensed and approved equipment eg cots pushers walkers etc and the appropriate and safe use of restraints

Definition of babyinfant

Dietary requirements for infants

Different practices and routines used by different families and their underlying cultural or personal rationale

Different types of child abuse

Disease spread and transmission

Fat contents of foods

Fibre content of different foods

Food and formulae preparation and cooking

Guidelines for infection control

Impact of foods and drinks on dental health

Impact of poor nutrition on infant and baby health including dental health and childhood obesity

Indicators of child abuse

Individual babiesinfants needs and wants

Individual differences of babiesinfants need for rest and sleeprest patterns

Introduction of solids

Nutritional needs of babiesinfants

Organisation standards policies and procedures

Organisation standards policies and procedures

Organisation standards policies and procedures

Policies regulations and guidelines about hygiene standards for food handling

continued

Essential knowledge contd

Road safety awareness

Road safety procedures

Role of breast feeding for meeting the nutrition needs of babies

Role of formulae feeding to meet the nutrition needs of babies

Social development of babiesinfants

Storage of food temperatures

Storage of food temperatures

The dependent nature of babiesinfants

Undertake risk assessment for the prevention of injury

Stateterritory requirements about responding to indications of abuse and reporting process

Unintentional injury patterns amongst babies infants and children

Essential skills

It is critical that the candidate demonstrate the ability to

Assess and report appropriately to babies needs

Provide a secure and safe environment for babies and infantsNeeds for secure and consistent care will be met in a range of ways depending on factors within the setting

Provide a secure and safe environment for babies and infants
Needs for secure and consistent care will be met in a range of ways, depending on factors within the setting

A range of provisions may include

consistent care giving

consistent practices

consistent responses

use of routines

Responses to hurt babyinfant may include

application of ice packs antiseptic cream band aid

comfort cuddle

Responses to distressed babyinfant may include

cuddles comfort

listening talking to quietly

use of transition object

The physical environment may need

spaces for quiet and seclusion

to allow movement between different areas

to be able to change to adapt to different needs

Provide quality physical care for babiesinfants including ensuring adequate rest nutritionally adequate food and drink and using and promoting hygienic practices

Provide nutritionally adequate food and drink which vary according to age culture development and needs of the babyinfant

Provide opportunities for rest and vary according to the age of the babyinfant their cultural background development and needs

continued

Essential skills contd

It is critical that the candidate demonstrate the ability to

Provide all aspects of physical care to babiesinfants including

the provision of food and drink

provides adequate food and drink which is varied according to age culture development and needs of the babyinfant

apply organisation accepted procedures for nappy changing

apply safe sleeping practices for babiesinfants including prevention measures for Sudden Infant Death Syndrome SIDS

Prepare food which is nutritious and suitable for babiesinfantsAssessors are recommended to particularly look for

Prepare food which is nutritious and suitable for babies/infants
Assessors are recommended to particularly look for:

food is nutritious and the food groups are provided over a day as suitable to babyinfant

food is fresh wherever possible

Food provided for babiesinfants

food and milk is warmed and tested for temperature

correct preparation and handling of formulae and expressed breast milk

solid food is introduced appropriately

Respond quickly to emergencies and implement correct procedures including administering first aid

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include the ability to

Demonstrate application of skills in

appropriate response to attachment and separation anxiety

care giving practices within different cultural groups

common childhood illnesses recognition management strategies

food preparation including cooking

interpersonal relationship

making decisions under pressure

menu planning

nurturing

time management

writing incident records

Maintain a calm reassuring manner with babiesinfants

Take into account opportunities to address waste minimisation environmental responsibility and sustainable practice issues

Evidence Required

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions for a range of age groups a range of conditions and over a number of assessment situations

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to range of opportunities defined in the Range Statement including access to

A childcare workplace

Relevant services resources and equipment

The local environment

Method of assessment

In cases where the learner does not have the opportunity to cover all relevant aspects of this unit in the work environment the remainder should be assessed through realistic simulations projects previous relevant experience or oral questioning on What if scenarios

Assessment of this unit of competence will usually include observation of processes and procedures oral andor written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons


Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Interactions with babies/infants may include:

Dancing and gentle bouncing

Finger games

Holding

Imitating babies' vocalisations

Laughter

Rhymes

Singing

Talking

Babies may show distress or pain by:

Appearing withdrawn

Crying

Lack of eye contact

Sleep difficulties

Squirming

Non-verbal cues of a baby/infant may include:

Cues to indicate distress

Response to an interesting activity

Smiling cues that express a desire to engage in an activity or interaction

A baby's/infant's signs of distress may indicate:

Anxiety

Boredom

Discomfort

Fear

Frustration

Hunger

Loneliness

Pain

Tiredness

Comforters may include:

Blankets

Dummies

Special toys

Signs of stress or distress of primary caregivers and babies/ infants on arrival may be indicated by:

A rushed entry or exit by parent

Child is unusually quiet or passive

Child teary or crying

Clinging behaviour

Parent 'running late'

Responses to a distressed baby/ infant may include:

Cuddles, comfort

Distraction to an activity

Listening, talking with the child quietly

Use of transition object

Routines of physical care may include:

Clothing changes

Feeding

Nappy changes

Individual routines of babies/ infants may include:

Eating/drinking patterns

Interactions and play with adults

Nappy change routines

Sleeping routines and rituals

Rituals of babies/infants which are to be respected and fulfilled where practical may include:

Particular method of being put to bed e.g. wrapped tightly and laid on side

The need for a special toy/dummy

Legal requirements and regulations regarding supervision may include:

Babies are never left unattended in the bath or on change table

Staff/children ratios

Cleaning may include:

Disinfecting nappy change areas

Disinfecting toilet areas

Vacuuming

Washing floor

Disposal of waste materials may include:

Nappies

Soiled tissues/wipes

In remote and isolated areas:

Alternative methods for rest e.g. hammocks

Organisation procedures implemented for safety on excursions can include:

Legal/legislative requirements

Organisation policies regarding excursions.

Checking area for hazards may include checking for:

Animal droppings in outdoor areas

Needles/sharp implements in outdoor areas

Maintaining direct contact with baby/infant will vary according to:

Ability of baby/infant

Activity baby/infant is involved in

Baby/infant's age

Baby/infant's level of independence/dependence

Baby/Infant's safety/risk taking behaviours

Contact can include:

Glass viewing windows

Line of sight

Sight

Sound

Within physical reach

Potential risks may be:

Babies learning to eat solid foods

Babies/infants going to sleep with a bottle

Babies/Infants learning new skills such as walking, balancing

Particular 'combinations' of babies/infants playing together

Risk of dehydration on very hot days

SIDS

When babies/infants are attempting an activity that may be beyond their previous ability

Rules for safe play may include:

How babies/children play together

Use of equipment

Providing a safe environment and risk reduction strategies will vary according to whether the location is:

A home.

A purpose designed and built centre

Appropriate for the age range of babies/infants

Non purpose built centre

Hazards may be identified to babies/infants in a range of ways:

By signs

By symbols

Verbally

Risk reduction strategies may include:

Close supervision of any babies/infants in kitchens

Covers on electrical sockets

Fences and gates, locking mechanisms

Gates on stairs

Out of bounds areas

Particularly close supervision in some areas

Placing babies/infants to sleep in positions recommended for prevention of SIDS

Removal/locking away of dangerous substances.

Vacuuming/sweeping floors to remove small or dangerous objects

Rest may include:

Sleep

Time sitting quietly

Rest provisions may vary according to:

Other babies/infant's needs

Space available

The baby/infant's need for rest

The venue at the time baby/infant needs rest

Bedding preferences may vary due to:

Baby/infant's preferences e.g. soft toy

Cultural practices e.g. hammock

Adjusting the environment for baby/infant's rest may include adjustments to:

Level of noise

Light, temperature and ventilation

Personal hygiene may include:

Blowing nose

Brushing teeth/rinsing mouth after meal

Hand washing

Toileting

Hygiene practices taught may vary with babies/infants age, and mayinclude:

Cleaning teeth or rinsing mouth after eating

Discarding tissues in bin after use

Flushing toilet paper after use

Washing hands before eating, after toileting

Different family and cultural practices which may be relevant to hygiene include:

Age to commence toilet training

Eating food with utensils or fingers

Hair care practices

For babies/infants with a physical or developmental disability:

A hygiene plan is developed according to the individual needs of the baby/infant

For clothing, weather conditions that may need to be considered are:

Cold

Heat

Rain

Sun safety measures

Preparation of food in hygienic manner will be according to:

Alternative methods of cooling food and drink may need to be developed in remote or isolated areas (e.g. Hessian cooling bag)

Appropriate regulatory requirements relating to food handling and hygiene

Appropriate washing and drying of utensils and crockery and cutlery may include via:

Dishwashing

Hand washing in hot, soapy water

Sterilisation

Organisation procedures for food preparation may include:

Procedures for supervision

Protective clothing such as aprons

Use of gloves when handling some foods

Nutritional needs will need planning to include:

Balanced diet

Nutritious food

Relevant to nutritional needs at that age

Health needs of children to be considered may include:

Allergies to certain foods

Medical advice and diet

Cultural requirements and preferences about food may include:

Drinks provided

Foods used

Hot or cold meals

Inclusion of sweets

Meal patterns over a day

Spices and flavourings used

Menu may include:

Breakfast

Lunch

Dinner

Snacks

Drinks

Food and drink preferences will vary according to:

Age

Appetite

Culture

Dietary requirements

Family patterns

Individual tastes

Religion

Stage of the day

Appetising food may consider:

Colour

Shape

Texture

Variety

Procedures for the prevention of the spread of infection may include:

Cleaning equipment

Cleaning of utensils after use

Disinfection of nappy change areas after each use

Disposal of unused foods/milk

Hand washing

Regular disinfecting of soft toys

Removal and disposal of infected articles

Removal of body waste products (e.g. faeces, urine, saliva, vomit) and disinfection of area affected

Sterilisation of equipment and utensils where necessary

Use of disposable gloves when cleaning up body wastes

Use protective aprons when changing babies

Requirements for the administration of medication may include:

Legislative guidelines

Organisation procedures

Primary caregiver instructions

Requirements for storage of medication may include:

Legislative requirements

Level of security required

Organisation procedure and procedures

Primary caregiver instructions

Temperature required