CHCECE032_Student Assessment Task 1

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CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 Page 9 of 77
 
CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
ASSESSMENT TASK 1 – QUESTIONING 
Conditions of 
Assessment 
 The student will have access to the relevant learning resources, listed under
the learning resource of this document, for this assessment.
 Questions will be completed in the student’s own time.
 Responses to the questions must be typed.
Student 
Instructions for 
completion 
 This task requires you to complete a written response knowledge assessment.
 You are required to answer all questions correctly in Assessment Task 1 –
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.
 APA referencing must be used where original sources have been used. Do
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 
common command 
words used in the 
Assessment Task 
 List / identify / state / give/provide = present in brief form
 Outline = provide the main facts about something, more than naming, but not
a detailed description 
 Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
 Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
 Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
 Demonstrate = Present, show or illustrate through example or action
Student Details 
☐ I have read and understand unit information and assessment instruction
Student ID Date 
Student Name 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
Assessment 
Procedure 
 You will be provided with a briefing on the assessment and the opportunity to 
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. 
 
 
2. Research the National Quality Standard and complete the following: 
a. Summarise in your own words the main objectives of Quality Area 2. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 Page 11 of 77
 
CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
b. List a minimum of three (3) policies and procedures that are relevant to Quality Area 2.
c. Summarise in your own words the main objectives of Quality Area 5?
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 
Standard 5.2 
How those 
standards 
could be 
achieved? 
● Standard 5.1
● Standard 5.2
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Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
 
3. Outline the requirements that must be followed to ensure that children’s bedding is clean and does not 
carry infection risks. 
 
4. Outline the requirements in preparing and storing formula powdered milk in reference to the Australian 
Government Infant Feeding Guidelines. 
Preparing 
 
Storing 
 
Heating prepared bottles 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
 
Direct contact 
 
Vaccine 
 
 
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 
 
Separation anxiety 
 
Secure attachments 
 
Attachment theory 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
7. Briefly explain the effects of a lack of strong and secure attachments in the early years on a child’s brain 
development. 
 
 
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. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
 
General Health 
 
Mental Health 
 
Health practices and routines 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Educationand Care 
Student Assessment - Version 1.1 May 2022 
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. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 Page 17 of 77
 
CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
and 
toddles 
Physical Cognitive and 
language 
Social and 
emotional 
Appropriate 
interactions with 
them 
1- 3
months
4- 6
months
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Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
7- 9 
months 
 
 
 
9-12 
months 
 
12- 18 
months 
 
 
 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
18 – 24 
months 
 
 
2-3 years 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
b. At approximately what age can separation anxiety start to occur? At what age does the baby reach the 
approximate peak of 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? 
 
b. At approximately what age are infants introduced to consumption of solid foods? If introduced earlier, what 
potential problem may occur? 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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. 
 
 
d. Fill in the following table with information from ‘Infant Feeding Guidelines: Information for health workers’. 
Breast milk status 
 
Storage at room 
temperature (26°C or 
lower) 
Storage in 
refrigerator (5°C or 
lower) 
Storage in freezer 
Freshly expressed into 
sterile container 
 
Previously frozen 
(thawed) 
 
Thawed outside 
refrigerator in warm 
water 
 
Infant has begun feeding 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
11. Answer the following questions related to food allergies. 
a. Define a food allergy and list its three (3) symptoms. 
 
b. Define an anaphylaxis response including its three (3) signs. 
 
c. Define a food intolerance including the reasons for causing it and list its three (3) symptoms. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
d. List at least four (4) key methods that can be used to prevent a potentially serious reaction food allergy in 
childcare settings. 
 
12. List three (3) effective communication skills that you would demonstrate as an educator when communicating 
with families. 
 
13. Provide a response to the following. 
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. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
0-2 years Communication Learning/development 
Wellbeing 
1. 
2. 
14. Provide a response to the following. 
a. Identify the type of information you should communicate with parents each day in order to involve them in 
promoting children positive eating patterns. 
 
b. What form/s this communication will take place effectively? 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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. 
 
 
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. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
 
Dress / clothing 
requirements 
 
Physical 
requirements 
 
Health requirements 
 
16. Briefly explain why the use of comfort items from home can benefit babies and toddlers. 
 
 
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: 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
Safe cot mattresses: 
 
Safe Bedding: 
 
Clothing: 
 
Position: 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
18. Provide a response to the following. 
a. Identify five (5)risk factors associated with sudden and unexpected death in infancy (SUDI). 
 
b. Briefly explain why the following sleeping practices greatly reduce the risk of SUDI. 
 
 
19. Define the following two (2) types of sleep. 
Active sleep: 
 
Quiet sleep: 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
20. Provide a response to the following. 
a. Complete the table below to identify the sleep patterns of different ages of babies and toddlers. 
Age Passible sleep pattern 
Birth to 3 
months 
 
3 to 6 months 
6 to 12 
months 
 
12 months + 
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. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
 
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. 
 
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: 
 
Children: 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
b. When changing a child’s nappy, how many times and when should you wash your hands? 
 
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. 
 
b. List three (3) things educators could teach children prior to toilet training. 
 
c. Outline the appropriate procedure for toilet training. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
 
b. Identify three (3) strategies an educator can use to calm children including families’ support. 
 
c. State at least three (3) common signs of stress that family members may have. 
 
d. Identify three (3) strategies an educator can use to respond to family members’ signs of stress. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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? 
 
b. What causes tooth decay in children, and why does excessive bottle use specifically increase the risk 
of tooth decay? 
 
c. Briefly explain why bottles should be restricted to meal-times only. 
 
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? 
 
e. Describe three (3) strategies to restrict bottles to mealtimes only, and to wean a child off bottle use 
altogether. 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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. 
 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
27. For each of the following photographs identify a minimum of two (2) potential safety factors and the 
level of supervision required. 
 
 
 
 
 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
 
 
 
 
 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
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 
 
 
 
 
 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
29. Outline the process of picking up a newborn baby safely and appropriately. 
 
30. Describe how parents assist children to eat using the following parental feeding styles. 
Indulgent feeding style: 
 
Uninvolved feeding style: 
 
Authoritarian (controlling) feeding style: 
 
CHCECE032 
Nurture babies and toddlers 
Student Assessment 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE032 Nurture babies and toddlers 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
Authoritative (diplomatic) feeding style: 
 
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 
 
	I have read and understand unit information and assessment instruction: On
	I have read and understand unit information and assessment instructionRow1: 
	I have read and understand unit information and assessment instructionRow1_2: 
	Student Name: 
	Give two 2 examples: 180 minutes a day
 
- Throwing/catching a ball
- Running
	a Summarise in your own words the main objectives of Quality Area 2: Promote children's health and safety- Minimizing risk, potential harm and injury
- Quality education
- Promote best outcome for children
- Safe environment
- Promote health eating and physical activities
	b List a minimum of three 3 policies and procedures that are relevant to Quality Area 2: Health and Safety policy
Hygiene Policy
Hand washing policy
	c Summarise in your own words the main objectives of Quality Area 5: The main objectives of Quality Area 5 is to promote respectful relationship with children, to promote sense of security and belonging.
	carry infection risks: - Change bed sheets everyday
- Change bed sheets as soon as possible after they have been soiled
- Wash separately when a child has an infectious disease
- Spray/sanitize/air outside the actual bed
- Make sure the bed is dry
	Preparing: - Wash your hands with soap 
- Clean the area to be used for formula preparation
- Boil fresh tap water in a kettle or stove top
- Let the water cool down to a safe temperature, that is, lukewarm or room temperature
- Read the instructions on the formula tin to know how much water and powder to use.
- Pour the right amount of cooled, boiled water into the sterilised bottle.
- Using the scoop from the formula tin,measure the right number of scoops into the bottle
- Seal the bottle with a ring and cap. Swirl the bottle gently then vigorously shake the bottle to mix the powder and water
Before feeding the baby, test the temperature of the formula by placing a few drops on the inside of your wrist making sure the formula is not too hot.
	Storing: - Store in a thermal baby bottle pack or a cool bag for less than 2 hours.
- Milk is to be used within 24 hours of when it was first prepared.
-Throw away any prepared formula you have not used or put back in the fridge within 2 hours.
	Heating prepared bottles: - Stand the bottle in a jug of warm water
- Do not leave the bottle warming for more than 10 minutes as this might cause bacteria to grow in the formula
- Bottle warmers can be used if they have a thermostat control. Do not leave the bottle in the warmer for more than 10 minutes
- Gently swirl the bottle or container to mix the formula after warming
- Microwaves should not be used to heat infant formula as they heat the formula unevenly.
-Test the temperature of the formula by putting a few drops onto your wrist
	Airborne transmissionRow1: - Occurs when infectious agents are carried by dust suspended in the air. Direct contact is not needed to spread disease. For example, the virus that causes measles can stay in the air for up to 2 hours after an infected child has left the room. This means that other children can be exposed to the virus without having direct contact with the child.
 
	Direct contactRow1: It can also be called contact transmission,and this is where germs can be spread through touching alone. These can spread through contact with Infectious body fluids such as mucus, saliva, vomit, blood, urine and faeces. They can enter the body through being swallowed, or through damaged skin or mucous membranes. For example, the virus that causes chicken pox can be transmitted when an infected person scratches spots and touches surfaces like door handles and toys. If a person touches the contaminated surface and then touches their mouth or any body part, they can become infected.
	VaccineRow1: It is a biological substance designed to protect humans from infections caused by bacteria and viruses. It is used to stimulate the body's immune response against diseases. For example, a vaccine for hepatitis B for educators and other staff who care for children.
	DescriptionStranger anxiety: This is where a child becomes distressed when new people, or people they have not seen for a period of time arrive. It is considered a normal stage of development as babies learn how to tell the difference between people they know and don't know. This type of anxiety usually occurs between 7 to 9 months of age, though it can sometimes continue into toddlers.
	DescriptionSeparation anxiety: This usually occurs between 6 to 8 months of age and can also continue into toddlerhood. The Child becomes distressed if their primary caregiver or another familiar person leaves them. To ease their distress, one can stay close and offer physical comfort.
	DescriptionSecure attachments: An attachment where the child feels comforted by the presence of their caregiver. secure attachment shows babies that they can trust a caregiver, that they can communicate with them, and that the caregiver will understand what they want. Secure attachment is seen as crucial to healthy development because it has lasting impacts on an individual.
	DescriptionAttachment theory: According to Ainsworth,an attachment figure is often a child's mother, but it can be any primary caregiver, such as a father figure, grandparent,sibling or adopted caregiver. The attachment figure should be a stable provider and a clam presence for the child. She concluded that the bond between caregiver and child shapes the child's emotional well being and ability to form healthy relationships. This bond is formed by the caregiver's care of the child in the first year of their life, and it has a lasting impact on childhood and adulthood adjustment.
	development: Lack of attachment is formed if a child's caregivers are not always nurturing and respectful, and do not meet the child's needs. This results in the child's brain being wired to not expect their needs to be met, and this adverse development affects their ability to form positive relationships in the future. If babies are insecurely attached, they learn that adults are not reliable, they tend ti avoid others, refuse interaction with others,show anxiety , anger or fear and exaggerate distress.
	a Provide three 3 environmental factors that can influence a childs brain development: (1) Family structure- financial stability in a family can influence a child's brain development either positively or negatively. A child belonging to a family that is financially stable can have a positive brain development and vice versa.
 
(2) Social relationships- Parents should help their children create positive and healthy relationships. Children learn to socialize mostly through interactions with their surroundings and other people. This is how they learn to solve issues, form good habits and acquire the skills they will need later in life.
 
(3) Cultural or religious factors
	GenderRow1: (1) Gender bias/ discrimination- a certain gender being considered to be more superior, for example education for the boy child only.
 
(2)Separation of duties-certain duties being restricted to a certain gender in a family.
	General HealthRow1: (1) Family Eating habits, whether the family can afford enough and healthy food
(2) Hygiene practices
	Mental HealthRow1: (1) Family background 
(2) Abusive relationships can affect the mental health of children
	Cognitive and language: 
	Social and emotional: 
	23 years: - runs and jumps with ease.
 
-can slide down a slide.
 
-can draw lines and round shapes.



reference: Stages of developmentwww.healthline.com
 
 
	approximate peak of separation anxiety: Separation anxiety can occur at about 6 to 8 months of age.
 
Approximate peak of separation anxiety is at 14 to 18months.
	a Why is breast milk considered to be the healthiest food for infants: Breast milk has positive effects on the nutritional, physical and psychological well being of the infant. It provides the ideal nutrition for babies. The composition of breast milk is uniquely suited to the newborn infant, at a time when growth and development are occurring rapidly while many of the infant's systems like the digestive, hepatic, renal and immune systems are functionally immature.
 
 
	potential problem may occur: Infants are introduced to consumption of solid foods at approximately 6 months when they are able to adapt to different foods, food textures and modes of feeding.
 
Introducing solids earlier can cause the following problem
 
(i) maternal milk production may declinebecause less time is spent on the breast thus reduced stimulation and may lead to under nutrition.
 
	who is facing the inhibitions and create a supportive environment for breastfeeding: Three barriers to breastfeeding:
 
(i) Lack of Knowledge about the specific benefits of breastfeeding.
 
(ii) Social Norms that perceive bottle feeding to be the normal way of feeding babies.
 
(iii) Employment and child care- employed mothers typically find returning to work as a significant barrier to breastfeeding.
 
Three methods educators could use to assist and support a breastfeeding mother:
 
(i) Provide a welcoming environment for mothers to comfortably breastfeed or express breast milk.
 
(ii) Inform the mother that the Centre is supportive of receiving expressed breast milk or alternatively, for mothers that work nearby, visits during the day for breastfeeds are encouraged.
 
(iii) Assure the mother that expressed breast milk will be stored and handled safely at the service.
reference -Infant feeding guidelines,Encouraging and supporting breastfeeding in childcare resource kit
	Breast milk status: 
	lower: 6-8 hours 
If refrigeration is available store milk there
	lower_2: No more than 72 hours
store at back where it is coldest
	Storage in freezerFreshly expressed into sterile container: 2 weeks in freezer compartment inside refrigerator (-15 degrees)
3 months in freezer section of refrigerator with separate door (-18 degrees celcius)
6 -12 months in deep freeze (-20 degrees)
	Storage at room temperature 26C or lowerPreviously frozen thawed: 4 hours or less-that is, the next feeding
	Storage in refrigerator 5C or lowerPreviously frozen thawed: 24 hrs
	Storage in freezerPreviously frozen thawed: Do not freeze
	Storage at room temperature 26C or lowerThawed outside refrigerator in warm water: for completion of feeding
	Storage in refrigerator 5C or lowerThawed outside refrigerator in warm water: 4 hrs until next feeding
	Storage in freezerThawed outside refrigerator in warm water: Do not freeze
	Storage at room temperature 26C or lowerInfant has begun feeding: Discard
	Storage in refrigerator 5C or lowerInfant has begun feeding: Only for completion of feeding. Discard after feed
	Storage in freezerInfant has begun feeding: Discard
	a Define a food allergy and list its three 3 symptoms: Food allergy is an immune system reaction that occurs soon after eating a certain food. Even a tiny amount of the allergy-causing food can trigger signs and symptoms such as digestive problems or swollen airways. Food allergies can cause severe symptoms or even life threatening reactions.
 
Three symptoms are:
 
1 - Wheezing or shortness of breath
2 - Feeling sick or nausea or vomiting
3 - Swelling of the face, mouth, throat or other areas of the body.
	b Define an anaphylaxis response including its three 3 signs: Anaphylaxis is a severe allergic reaction triggered by a food allergy causing life threatening signs. An emergency treatment is critical as this can cause a coma or even death. The signs can include:
 
1- A swollen throat or the sensation of a lump in your throat that makes it difficult to breathe
2 - Shock with a severe drop in blood pressure.
3 - Dizziness, lightheadedness or loss of consciousness.
	c Define a food intolerance including the reasons for causing it and list its three 3 symptoms: Food intolerances are not mediated by the immune system, instead they are related to the body struggling to digest, absorb or utilise a component of food.
 
According to Mahan and Raymond, 2017, some of the reasons causing food intolerance are:
(1) Psychological and behavioural- this is where our gut and brain 'talk' to each other so when psychological issues like anxiety arise, they can impact the way in which our digestive system functions.
(2) Genetics
(3) Gastrointestinal causes
 
Three symptons of food intolerance can be:
(1) Abdominal pain
(2) Constipation and Diarrhoea 
(3) Headaches and migraines
	childcare settings: (1) Caregivers should be aware of foods that may be called by a variety of names in an ingredient list e.g milk products may be identified as casein or whey and lactoglobulin.
 
(2) Food sharing between children must be prevented by careful supervision and repeated instruction to children about the issue.
 
(3) Caregivers must promptly and properly administer prescribed medications in the event of an allergic according to the instructions in the special care plan.
 
(4) Potentially offending foods should not be used in art, craft, science or any other classroom projects, such as the use of peanut butter.
 
 
 
reference -https://asthmaandallergies.org-food allergies in childcare
	nonverbal communication: (1) An Educator can provide a range of resources that enable children to express meaning using visual arts, dance, drama and music.
(2) Ask and answer questions during the reading or discussion of books and other texts
(3) Read and share a range of books and other texts with children
(4)Talk explicitly about concepts such as rhyme and letters and sounds when sharing texts with children
 
 
 
	promoting children positive eating patterns: (1) The quantity of the food consumed by the child.
 
(2) The child's eating patterns and changing eating habits
 
(3) Children's participation in mealtime preparation eg setting the table with table mates or flowers
	b What forms this communication will take place effectively: This can be communicated through their record books where the Educator records each child's activities and eating patterns each day.

It can also be verbal during pick up times or written down for parents to access the information when at home eg emails.
	babies and toddlers and their families practices Provide at least four 4 reasons: (1) cultural differences
(2) Health reasons e.g children with disabilities or underlying health conditions
(3) Different family experiences
(4) Avoid or eliminate stress and trauma in babies as they move to a new environment.
	toileting practice consistent with their home practice: Toilet training should be started at home before toileting starts at the childcare centre. It is therefore important to communicate with the parents before this is started so as to know how it has been started. Children should be encouraged to wear undies once they have started toilet training, because once they are messed the child feels uncomfortable and thus encourages using the toilet.

Seeking more information or asking parents to share their routines and staretegies and see how they can be implemented within the toilet plan at the centre. Incase the strategies can not be implemented at the centre,it would be important to explain to the parents and work together to come up with an alternative strategy.

Parents should be encouraged to dress their children in comfortable clothes that can be easily pulled up and down without need for assistance. A daily toileting record should be kept to let parents know how their child went with toileting, and the centre can develop a toileting plan for each child which can be reviewed regularly.


reference:https://aussiechildcarenetwork.com.au -Toilet Trainining In Childcare
	personal care routines for the children with various backgrounds and cultures: -allergies
-special diets
	Dress clothing requirements: -encourage independence like putting on their aprons during mealtimes
-encourage them to wear their shoes and tie their shoe laces
	Physical requirements: -nappy changing/going to the toilet
-opportunities for rest , quite time or sleep
-skin care,including skin around the nappy
	Health requirements: -hand washing and oral care
-drinking water
	16 Briefly explain why the use of comfort items from home can benefit babies and toddlers: - Comfort items help babies and toddlers feel secure in unfamilier environments,that is, by providing a link between a new situation and the comfort of home.
- Comfort items provide comfort when children are frightened or upset.
-They also provide reassurance when children are separated from their parents.-They help babies and toddlers relax and get to sleep and generally make them feel good and manage new experiences.
 
 
Reference https://www.careforkids.com.au The strong bond between children and comfort objects
	Safe cot: -It should comply with the Australian standards
-The bars, panels and mattress base and drop sides should be firmly attached
- Check that there are no fittings, including bolts,knobs and corner posts that might catch onto your child's clothing and cause distress or strangulation.
- check that there are no small halls or openings between 5mm and 12mm wide that small fingers can be caught.
-check that there are no spaces between 30mm and 50 mm that could trap your child's arms or legs
-the space between the bars or panels in the cot sides and ends need to be between 5omm and 95 mm as gaps wider than 95 mm can trap a child's head. 
- with the mattress base set in the lower position, the cot sides or ends need to be at least 500mm higher than the mattress
	Safe cot mattressesRow1: -Check that the mattress is firm and fits snugly into the cot.
-The mattress should be made of breathable material like cotton 
- The mattress should be washable
-should be the correct size for the child's age and weight
	Safe BeddingRow1: -Ensure there is no soft bedding (pillows, loose bedding or fabric,or soft toys) as these may cover baby's face and obstruct baby's breathing.
-Add or remove light weight blankets to ensure baby's tummy or back feels comfortably warm to the touch
- Never use electric blankets, wheat bags or hot water bottles for babies.
-If blankets are being used instead of safe sleeping bag, it is recommended to place the child with his or her feet at the bottom of the cot.
-Tuck blankets in firmly so they cannot become loose and cover your baby's head and face during sleep.
	ClothingRow1: -dress baby for sleeping using layers as you would dress or use layers yourself to be comfortable, not too hot nor too cold.
- Always ensure baby's head is uncovered ,no hats ,bonnets,beanies or hooded clothing.
-When using sleeping bag,it should be well fitted across the neck and chest with baby's arms out and no hood
	PositionRow1: - always place baby on their back to sleep
-Keep baby's face and head uncovered
-sleep baby in a safe sleeping environment, during the night and day
-Sleep baby alone in his or her cot, no co-sleeping
	a Identify five 5 risk factors associated with sudden and unexpected death in infancy SUDI: (1) Sleeping baby on tummy, 
(2) Leaving toys in the cot, 
(3) Loose bedding,
(4) Co-sleeping with child
(5) Falling asleep with baby on couche
	b Briefly explain why the following sleeping practices greatly reduce the risk of SUDI: (1) placing babies to sleep on their back: there is airway protection, visuals of sleeping, and babies are less likely to choke or vomit.
 
 
(2)Removing head coverings before sleep: there is no suffocation, and babies do not overheat
	Active sleep: In active sleep babies breathe shallowly and twitch their arms and legs. Their eyes flutter under their eyelids. Babies can be easily woken up from active sleep.
	Quiet sleep: This is when babies sleep quietly, and lie relatively still and their breathing will be more even. This state of sleep involves no eye movement underneath closed eyelids, regular respiration and stillness.


www.betterhealth.vic.gov.au -Typical sleep behaviour (1) newborns 0 to 3 months
	Age: 
	Passible sleep pattern: -newborns can sleep between 10 and 18 hrs in a 24 hour period with no set schedule, and can be awake for up to 3 hours at a time.
-sleep periods may last from a few minutes up to several hours, the length being affected mainly by hunger or discomfort.
	Passible sleep pattern3 to 6 months: -most babies sleep 10 to 18 hours in a 24 hour period.
-They often sleep in periods that last 2 to 3 hours
-They generally nap three times during the day
	Passible sleep pattern6 to 12 months: - they tend to move towards sleeping for longer periods during the night and are beginning to notice the difference between the day and night.
-they sleep an average of about 13 hours in total a day, with the longest period at night,averaging about 11 hours.
-babies will start dropping their daytime naps to about 2 for 1to 2hours.
	Passible sleep pattern12 months: -these are now toddlers and they can sleep for between 12 and 15 hours in a 24 hour period for longer periods at night.
-they can experience disturbed nights when finding themselves alone when they wake up between sleep cycles.
-Fear of the dark or noises and anxieties about events that have happened during the day can cause nightmares.
reference-textbook
	their childrens sleeping patterns after the transition: (1) number of hours slept in a day or total naps taken
(2) the child's behaviour or signs of being tired and needing to sleep
(3) whether the child slept or only rested during the day
	individually: Positive bed times for babies helps soothe and calm babies . It helps them develop good sleep habits for now and the future. It is therefore important for educators to accommodate each child's sleeping routines and patterns as they come from different families.

Children grow and develop rapidly and it is therefore important that they get enough sleep to give them energy they need for active play and good health. They therefore need to be accommodated individually to allow and support their routines and patterns. A child's needs before sleeping should be met so as to allow them to sleep positively. For example a child may need some comfort toys to sleep or soft music to be played for him/her. An educator should therefore make sure that they provide all these for different children according to their needs so as they have positive sleep routines and patterns.
Failure to provide these may lead to poor child development or unsettled children during the day at the Centre.
	Staff: (1) Before and after food preparation
(2) Before and after changing nappies
(3)After cleaning surfaces
	Children: (1) After using the toilets
(2) Before and after meals
(3) After playing outside with sand or dough
	b When changing a childs nappy how many times and when should you wash your hands: Hands should be washed twice when changing nappies. They should be washed before touching the baby to change the nappy and after changing the nappy.
	24: (1) Hiding to pee or poo
(2) Pulling a wet or dirty diaper
(3) showing interest in other children's use of the potty, or copying their behaviour
(4)Having a dry diaper for a longer than usual time
	b List three 3 things educators could teach children prior to toilet training: (1) Read books on toileting and have group discussions , talking about using the toilet to make children feel more comfortable
(2) Teach the children the correct handwashing procedure and make sure they wash their hands well after using the toilet.
(3) Teach the children the signal that will be used to remind them to go to the toilet eg ring a bell or sing a song so that all those toilet training can stop whatever they are doing and get ready for toileting.
	c Outline the appropriate procedure for toilet training: (1) consistency between home and a service must be maintained to make the process of toileting easier for the children. It is very important that all educators are aware of the practice and communicate with each other.
(2) Parents are encouraged to supply a clean change of clothing for children who are toilet training.
(3) Children should be encouraged to wash their hands after toileting using soap and water
	a State at least three 3 common signs of distress and pain provided by childrenRow1: (1) child sobbing loudly and will not be comforted
 
(2) clinging to their parents more than normal.
 
(3) changes in sleeping and eating patterns.
	b Identify three 3 strategies an educator can use to calm children including families supportRow1: (1) Allow children to bring their comforter or favorite toy to the service as the sight and feel of familiar items from home will make the transitionless stressful.
 
(2) Establish an arrival and departure routine with the child to help them become more familiar with the process.
 
(3) Encourage the parents to smile and be friendly with the educator, this will make the child perceive that they can trust the Educator.
	c State at least three 3 common signs of stress that family members may haveRow1: (1) Taking too long to leave the Centre at drop off
(2) Frequently calling during the day to check on their child
(3) Asking too many questions about the day's activities e.g what they will do, their meals
	d Identify three 3 strategies an educator can use to respond to family members signs of stressRow1: (1) Being available to greet the family with a smile to make them feel welcome.
 
(2) Offer Comfort and reassurance to the child during separation from their family.
 
(3) Adopt a positive, friendly manner to alleviate some of their concerns when showing them where to put the child's belongings and talk about what they will be doing during the day.
 
reference-L Walker pg 314
	a When should parents start brushing a childs teeth and with whatRow1: Parents can start at 6 months of age or when the baby gets their first tooth and use a clean damp wash cloth or muslin before introducing a toothbrush.
	b What causes tooth decay in children and why does excessive bottle use specifically increase the risk of tooth decayRow1: The intake of sugary foods and drinks which have added sugar cause tooth decay in children.
 
Bottle tooth decay develops when baby teeth frequently come into contact with too much sugar. Bacteria in the mouth feeds on the sugar and multiply producing acid as a waste product. The acid then attacks the teeth and tooth enamel resulting in tooth decay.
reference- https://www.healthline.com Baby Bottle Tooth Decay (Infant Caries)
	c Briefly explain why bottles should be restricted to mealtimes onlyRow1: This is to help limit baby bottle tooth decay. The time a child spends with the bottle should be limited,especially at bed time. When a baby slowly sucks on a bottle,the sugar lingers in the mouth. Bacteria will break down the sugar and turn it into acid, which over time will start eating away the enamel on a child's teeth causing bottle tooth decay.
	d At what age should a cup be introduced in place of a bottle At what age should bottle feeding bottle use be stopped altogetherRow1: Introduce a cup in place of a bottle when babies are 6 months old.
 
Bottle feeding should be stopped when babies are 12 months old.
 
	e Describe three 3 strategies to restrict bottles to mealtimes only and to wean a child off bottle use altogetherRow1: (1) Eliminate gradually- introduce the sippy cup with meals at around 6 to 9 months. Once the baby has mastered the sippy cup, start the transition by replacing one regular bottle feed a day with a cup until all bottle feedings have been eliminated.
 
(2) offer praise- give positive praise to the child when they use their cup instead of the bottle.
(3) out of sight,out of mind- when weaning the baby, keep all other bottles out of sight so the child will be less apt to ask for one.
	NameRow1: Lap Hold
	DescriptionRow1: -one has to sit upright in a chair and place the baby on laps, his or her head towards your knees and facing up. The baby should lie on your arms, with your hands supporting the head and the neck.
-This lap hold is for downtime when you want to look at the baby.
	NameRow2: Shoulder Hold
	DescriptionRow2: - rest the baby on chest and shoulders 
-support the baby with your neck and hand
-babies tend to sleep well in this position.
	NameRow3: Cuddle Hold
	DescriptionRow3: -hold baby at your chest and support baby with elbow and arm.
	29 Outline the process of picking up a newborn baby safely and appropriately: (1) Assess and plan the lift. A young baby requires good head and neck support, so position one hand under the head and neck and the other hand on their bottom,and raise the child to chest level.
(2)Place your feet at a comfortable hip width apart and in the correct position for lifting the child to avoid twisting your spine ( face the baby).
(3) Move as close as possible to avoid stretching and to ensure the child is lifted safely.
(4) Bend at the hips and knees to avoid rounding your shoulders. Kneel or squat if picking child from the floor to lessen the pressure on your back. Bring the child close to the body and then stand up,placing your weight on your feet and legs while supporting the baby's head.
(5) Use the stomach or thigh muscles to lift and not the back.
(6) Brace elbows into the waist to ensure a safe lift for you and the child. 
 
 
Reference :L Walker The Early Childhood Educator 3rd Edition
	Indulgent feeding style: - it is also known as a permissive feeding style. A parent has loose reins on what a child eats and the access a child has to food. There are few boundaries in the kitchen and a child can help themselves to whatever they want, whenever they want. The child is at risk of gaining unnecessary weight.

www.cnn.com-health parenting
	Uninvolved feeding style: This is one of the negative feeding styles and interferes with child's developing relationship with food. Children who experience this feeding style may feel insecure or nervous about food. They are usually unsure about when they will have their next meal, if they will like it or not and whether it will be enough.

https://the nourishedchild.com-Whats your feeding style?
	Authoritarian controlling feeding style: This is a parent-centered eating style,rules about eating are directed by the parent, and without consideration of a child's views, rather than self directed by the child and his or her appetite.
	Authoritative diplomatic feeding style: This feeding style incorporates regular times for meals and snacks, and sets limits on food eating. It is regarded as the most positive and effective way to feed children. It is tied to better self regulation with eating. Children are good at starting and stopping eating depending on what their appetite signals tell them.

https://thenourishedchild.com- Feeding the child with love and limits
	foster childrens physical and gross motor development: (1) attend to children as they play,monitor them and make sure there are no accidents. Offer assistance to those who need to be held by their hands, or need assistance in climbing some play equipment. provide water facility to keep them hydrated
 
(2) introduction of challenging and new activities for the children to expand their imagination and give them more challenging and exciting tasks. Children tend to enjoy when new activities are introduced.
 
(3) create enough hazard free environment to encourage and promote crawling. This will build the children's confidence if they can crawl freely without being disrupted by toys or stumbling blocks.
 
(4) Make sure there are no sharp objects or edges so children can play safely around. This will help eliminate the likelihood of accidents or injuries happening, and children can be free as they run around during play time.
 
(5) Arrange equipment appropriately, making sure its not broken, it is age appropriate and eliminate all possible hazards.
	13 months: -Follows objects with eyes.
 
-turns towards sounds.
 
-Grasps objects.
 
-Gradually lifts head for longer periods.
 
	46 months: -sees things and reaches for them
 
-pushes up with arms when on tummy
 
-might be able to roll over
	18 24 months: -can walk while pulling a toy.
 
-can help getting dressed.
 
-jumps up and down
	Text3: (1) Toys are scattered on the floor-these may cause the babies to fall as they are crawling and running around. Some babies may try to stand up and balance with the toys which can lead them to falling and hurting themselves.
When young babies pick up small toys on the floor, they might put them in their mouths, and this may be a choking hazard. The toys have been lying on the floor and are most likely to be dirty. This is also a hazard to the children as they might put these in their mouths and germsand viruses may be transmitted and thus a threat to the children’s health.
-Children should be supervised to pick up the toys and they should be kept away in a safe place and only given to the children to play with when under the educator’s supervision.
Hand washing procedure should be performed after the children pick up the toys.
 
(2) Heaters are positioned within children's reach and this is a hazard as they can be burnt when they touch them. They can even change the temperatures in the room to be unfavorable and cause a hazard to themselves.
 
The heaters should have territory regulations so that children do not have access to them and are only controlled by the Educators.
 
(3) The Glass door: Children can bump their heads on the glass door as they are running around during playtime. They can even throw toys like balls and break the door glass which can be a further hazard to them with broken glasses. 
 
The Centre should have safety glass doors according the Australian Standards. They can also put protective barriers to protect children from bumping against the glass door.
	Text4: The children are at a risk of poisoning from the plants. They can even be bitten by bugs from the plants.
 
(1) Children should be closely observed as they play to monitor what they are doing during their play time.
 
(2) The Educator can also give children sun screen to protect them from sun burn
	achieved: Support each child to build and maintain sensitive and responsive relationships
	standard 5: 
	1: respectful relationships between the educator and children are maintained
	undefined: Child relationships policy to ensure that every child maintains sensitive and friendly relationships with other children.
	how those: Relationships policy to ensure that Educators maintain respectful relationships with children
	Health practices and routinesRow1: (1) Immunization routines in the family, whether children are immunized or not to protect them from different opportunistic diseases as they grow up
 
(2) Frequency of Dental checkups 
	identify and briefly: The parent child relationship has been a classic research topic, and researchers have found that the quality of parenting is highly linked to child brain development. According to Julieta Lugo-Gil, in his article 'Family Resources and Parenting Quality' family resources and parenting quality uniquely contributed to children's cognitive performance. The investigations were carried out in an ethically diverse low income sample of 2089 children and families. It was concluded that parenting quality mediated the effects of family resources on children's performance at all ages.

The study found that parenting quality continued to relate to children's cognitive performance at 24 months and 36 months after controlling for earlier measures of parenting quality,family resources and child performance. Similarly, children's early cognitive performance related to later parenting quality above other measures in the model.

The findings merged economic and developmental theories by highlighting reciprocal influences among children's performance, parenting and family resources over time.


reference: J. Lugo-Gil & C. S. Tamis-LeMonda.(2008). Family Resources and Parenting Quality: Links to children's cognitive development across the first 3 years. Child development 79(4) 1065-1085
	79 months: -starts sitting up without support.
 
-may bounce when held in standing position.
 
-rolls in both directions
	79 months row2: - brings hands up to mouth.
 
-passes things from one hand to the other.
 
-responds when hearing their name.
	79 months row 3: -enjoys mirrors.
 
-knows when a stranger is present.
 
-
	79 months row 4: -give toys to play with
-talk to the child
-play music for the child
	912 months: -gradually lifts head for longer periods.
 
-follows objects with eyes.
 
-grasps objects
	912 months row 2: -looks for hidden things.
 
- imitates sounds and gestures.
 
-Knows what "no" means
	912 months row 3: -may be clingy or prefer familiar people.
	912 months row 4: -talk to the child
-give toys to play with
-start saying sounds so they can imitate
	1218 months: walks holding onto surfaces.
 
-May climb a step or two.
 
-may drink from a cup.
 
 
 
	1218 months row 1: - knows how to say several words.
 
- has learned how to use some basic things like spoons.
 
-can point to named body parts.
	1218 months row 2: -may engage in simple pretend games.
 
-may have tantrums.
 
-may cry around strangers.
	1218 months row 3: -talk to the child
- give toys to play alone with
-play music for the child
	13 months row 1: -May get bored with repeated activities.
 
-Shows interest in objects and human faces.
 
	13 months row 2: - Starts to smile at people.
 
- Tries to look at you or other people.
 
 
	13 months row 3: -hand signaling
-smiling at the child
-singing for the child
	46 months row 2: -recognises familiar faces.
 
-notices music.
 
-responds to signs of love and affection.
	46 months row 3: -responds to facial expressions.
 
-enjoys playing with people.
 
 
-responds differently to different voice tones.
	46 months row 4: -play music for the child
- try to introduce toys that are friendly
- talking to the child
	18 24 months row 2: -may ask simple questions.
 
-says the names of familiar people.
 
-likes hearing short stories or songs.
	18 24 months row 3: -may help with tasks like putting away toys.
 
-plays beside other children, or may start playing with them.
 
- is proud of what they have accomplished.
	18 24 months row 4: -give toys to play with on his own
-story telling and music
-start introducing more challenging tasks like putting away toys
	23 years row 3: - may get upset if routines are changed.
 
-enjoys play dates.
 
-shows empathy for hurt or crying children.
	23 years row 4: allow to play with other children
-introduce games like coloring and puzzles
- give tasks like putting away toys
	23 years row 2: -can name many things.
 
- can put together a 3-4 part puzzle.
 
-can be understood by family.
	with families: talking to the baby about nappy changing
	with families2: provide the baby with opportunities to communicate
	with families 3: ask the child if they are fine
	with families 4: Language games,singing nursery rhymes
visual tools
	with families 5: remember and record information
	with families 6: communication during mealtime
	with families0: (1) communicating with respect e.g respect for cultural backgrounds.
 
(2) Listening to parents or families when they speak without interrupting.
 
(3) Speaking with families about a child's learning and behaviour experiences.
	Communication3: The child could fall as he is seems to be standing on top of something to access the bowl. The bowl could have some choking hazards.
 
(1) The child should be closely monitored as there could be some choking hazards in the bowl.
 
(2) The Educator should be closely positioned to observe and prevent the child from falling.
 
	Communication4: The children are playing outside balancing and there is a hazard of falling. The Children could also be exposed to sunburn as they are playing outside.
 
(1) The children should be assisted as they are playing outside.
 
(2) The Educator should closely be positioned to see the children as they play and avoid any accidents.
	Communication5: The child is feeding himself during meal time. He is at risk of choking and potential food allergies.
 
(1) The educator should be closely positioned and assist the child during meal time.
 
(2) The educator should make sure that appropriate food is prepared for the child.
 
	com_adjust: The child is playing with dough and this can be a choking hazard if he puts it in his mouth. The dough may also be poisonous if the child eats it. 
 
(1) The child should be monitored closely to prevent accidents as he is playing.
 
(2) The Educator should prevent the child from eating the play dough by giving him play dough tools.
	com_adjust2: The child is playing outside and could fall as she is walking on the benchtop
 
(1) The Educator should monitor the child closely as she is playing outside.
 
(2) The Child can be assisted by being held by hand so she does not fall from the bench top.