Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCECE005 Mapping and Delivery Guide
Provide care for babies and toddlers

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCECE005 - Provide care for babies and toddlers
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required by educators working with babies and toddlers to ensure that the children’s physical and emotional wellbeing is maintained. This unit applies to work with babies and toddlers from birth to 24 months in a range of early education and care contexts.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Promote safe sleep
  • Reach agreement with families on how sleep and rest will occur
  • Check that cots, bedding and equipment meet approved standards
  • Implement safe sleep practices and explore and implement quality sleeping environments
  • Ensure bedding is clean, using appropriate hygiene practices
       
Element: Provide positive nappy-changing and toileting experiences
  • Change nappies using appropriate hygiene practices
  • Adapt experiences to meet the individual child’s routines
  • Support children sensitively and positively when they are learning to use the toilet
  • Work with families to support children’s toilet learning
       
Element: Promote quality mealtime environments
  • Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs
  • Ensure babies are fed individually
  • Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils
  • Assist in providing a supportive environment for mothers to breastfeed
  • Prepare formula and other food according to recommended food safety standards
       
Element: Create a healthy and safe supporting environment
  • Communicate with families daily about the child’s intake and experiences with food and drink
  • Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking
  • Supervise closely when babies and toddlers are in situations that present a higher risk of injury
  • Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies
  • Keep up-to-date with children’s immunisation status and recommended immunisation schedule
       
Element: Develop relationships with babies and toddlers
  • Provide predictable personal care routines that are rich and enjoyable
  • Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use
  • Describe objects or events and talk about routine activities with babies and toddlers
  • Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers
  • Use a favourite toy or comfort item brought from home to assist babies and toddlers
  • Provide babies and toddlers with many opportunities to experience relaxed and physical contact
  • Respond positively to babies’ and toddlers’ exploratory behaviour
  • Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate
       
Element: Develop relationships with families
  • Gather information from the family to assist in the transition from home to care
  • Assist in the transition from home to care
  • Communicate daily with families about their child
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Promote safe sleep

1.1 Reach agreement with families on how sleep and rest will occur

1.2 Check that cots, bedding and equipment meet approved standards

1.3 Implement safe sleep practices and explore and implement quality sleeping environments

1.4 Ensure bedding is clean, using appropriate hygiene practices

2. Provide positive nappy-changing and toileting experiences

2.1 Change nappies using appropriate hygiene practices

2.2 Adapt experiences to meet the individual child’s routines

2.3 Support children sensitively and positively when they are learning to use the toilet

2.4 Work with families to support children’s toilet learning

3. Promote quality mealtime environments

3.1 Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs

3.2 Ensure babies are fed individually

3.3 Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils

3.4 Assist in providing a supportive environment for mothers to breastfeed

3.5 Prepare formula and other food according to recommended food safety standards

4. Create a healthy and safe supporting environment

4.1 Communicate with families daily about the child’s intake and experiences with food and drink

4.2 Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking

4.3 Supervise closely when babies and toddlers are in situations that present a higher risk of injury

4.4 Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies

4.5 Keep up-to-date with children’s immunisation status and recommended immunisation schedule

5. Develop relationships with babies and toddlers

5.1 Provide predictable personal care routines that are rich and enjoyable

5.2 Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use

5.3 Describe objects or events and talk about routine activities with babies and toddlers

5.4 Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers

5.5 Use a favourite toy or comfort item brought from home to assist babies and toddlers

5.6 Provide babies and toddlers with many opportunities to experience relaxed and physical contact

5.7 Respond positively to babies’ and toddlers’ exploratory behaviour

5.8 Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate

6. Develop relationships with families

6.1 Gather information from the family to assist in the transition from home to care

6.2 Assist in the transition from home to care

6.3 Communicate daily with families about their child

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Promote safe sleep

1.1 Reach agreement with families on how sleep and rest will occur

1.2 Check that cots, bedding and equipment meet approved standards

1.3 Implement safe sleep practices and explore and implement quality sleeping environments

1.4 Ensure bedding is clean, using appropriate hygiene practices

2. Provide positive nappy-changing and toileting experiences

2.1 Change nappies using appropriate hygiene practices

2.2 Adapt experiences to meet the individual child’s routines

2.3 Support children sensitively and positively when they are learning to use the toilet

2.4 Work with families to support children’s toilet learning

3. Promote quality mealtime environments

3.1 Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs

3.2 Ensure babies are fed individually

3.3 Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils

3.4 Assist in providing a supportive environment for mothers to breastfeed

3.5 Prepare formula and other food according to recommended food safety standards

4. Create a healthy and safe supporting environment

4.1 Communicate with families daily about the child’s intake and experiences with food and drink

4.2 Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking

4.3 Supervise closely when babies and toddlers are in situations that present a higher risk of injury

4.4 Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies

4.5 Keep up-to-date with children’s immunisation status and recommended immunisation schedule

5. Develop relationships with babies and toddlers

5.1 Provide predictable personal care routines that are rich and enjoyable

5.2 Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use

5.3 Describe objects or events and talk about routine activities with babies and toddlers

5.4 Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers

5.5 Use a favourite toy or comfort item brought from home to assist babies and toddlers

5.6 Provide babies and toddlers with many opportunities to experience relaxed and physical contact

5.7 Respond positively to babies’ and toddlers’ exploratory behaviour

5.8 Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate

6. Develop relationships with families

6.1 Gather information from the family to assist in the transition from home to care

6.2 Assist in the transition from home to care

6.3 Communicate daily with families about their child

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Reach agreement with families on how sleep and rest will occur 
Check that cots, bedding and equipment meet approved standards 
Implement safe sleep practices and explore and implement quality sleeping environments 
Ensure bedding is clean, using appropriate hygiene practices 
Change nappies using appropriate hygiene practices 
Adapt experiences to meet the individual child’s routines 
Support children sensitively and positively when they are learning to use the toilet 
Work with families to support children’s toilet learning 
Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs 
Ensure babies are fed individually 
Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils 
Assist in providing a supportive environment for mothers to breastfeed 
Prepare formula and other food according to recommended food safety standards 
Communicate with families daily about the child’s intake and experiences with food and drink 
Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking 
Supervise closely when babies and toddlers are in situations that present a higher risk of injury 
Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies 
Keep up-to-date with children’s immunisation status and recommended immunisation schedule 
Provide predictable personal care routines that are rich and enjoyable 
Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use 
Describe objects or events and talk about routine activities with babies and toddlers 
Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers 
Use a favourite toy or comfort item brought from home to assist babies and toddlers 
Provide babies and toddlers with many opportunities to experience relaxed and physical contact 
Respond positively to babies’ and toddlers’ exploratory behaviour 
Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate 
Gather information from the family to assist in the transition from home to care 
Assist in the transition from home to care 
Communicate daily with families about their child 

Forms

Assessment Cover Sheet

CHCECE005 - Provide care for babies and toddlers
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCECE005 - Provide care for babies and toddlers

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: