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Evidence Guide: CHCECE005 - Provide care for babies and toddlers

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCECE005 - Provide care for babies and toddlers

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Promote safe sleep

  1. Reach agreement with families on how sleep and rest will occur
  2. Check that cots, bedding and equipment meet approved standards
  3. Implement safe sleep practices and explore and implement quality sleeping environments
  4. Ensure bedding is clean, using appropriate hygiene practices
Reach agreement with families on how sleep and rest will occur

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check that cots, bedding and equipment meet approved standards

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement safe sleep practices and explore and implement quality sleeping environments

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure bedding is clean, using appropriate hygiene practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide positive nappy-changing and toileting experiences

  1. Change nappies using appropriate hygiene practices
  2. Adapt experiences to meet the individual child’s routines
  3. Support children sensitively and positively when they are learning to use the toilet
  4. Work with families to support children’s toilet learning
Change nappies using appropriate hygiene practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adapt experiences to meet the individual child’s routines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work with families to support children’s toilet learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Promote quality mealtime environments

  1. Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs
  2. Ensure babies are fed individually
  3. Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils
  4. Assist in providing a supportive environment for mothers to breastfeed
  5. Prepare formula and other food according to recommended food safety standards
Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure babies are fed individually

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist in providing a supportive environment for mothers to breastfeed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare formula and other food according to recommended food safety standards

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create a healthy and safe supporting environment

  1. Communicate with families daily about the child’s intake and experiences with food and drink
  2. Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking
  3. Supervise closely when babies and toddlers are in situations that present a higher risk of injury
  4. Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies
  5. Keep up-to-date with children’s immunisation status and recommended immunisation schedule
Communicate with families daily about the child’s intake and experiences with food and drink

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop relationships with babies and toddlers

  1. Provide predictable personal care routines that are rich and enjoyable
  2. Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use
  3. Describe objects or events and talk about routine activities with babies and toddlers
  4. Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers
  5. Use a favourite toy or comfort item brought from home to assist babies and toddlers
  6. Provide babies and toddlers with many opportunities to experience relaxed and physical contact
  7. Respond positively to babies’ and toddlers’ exploratory behaviour
  8. Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate
Provide predictable personal care routines that are rich and enjoyable

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond positively to babies’ and toddlers’ exploratory behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop relationships with families

  1. Gather information from the family to assist in the transition from home to care
  2. Assist in the transition from home to care
  3. Communicate daily with families about their child
Gather information from the family to assist in the transition from home to care

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist in the transition from home to care

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate daily with families about their child

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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