CHCECE004 Assessment 1.docxCHCECE004 - Assessment 11. Describe how you have created a positive...

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CHCECE004 Assessment 1.docxCHCECE004 - Assessment 11. Describe how you have created a positive relaxed environment during mealtimes by finishing the following sentences.Choose one mealtime to use as an example.Setting:· The age of the children at the meal was …· The utensils I provided included …· The furniture I provided included …2. Refer to the mealtime identified in question 1 and summarise the following:· The nutritional foods that were implemented to reinforce healthy eating· Nutritional foods that supplemented the meal throughout the day· The times other foods were offered regularly during the day· The ways that children have ready access to water during the day and regularly offered wate3. Refer to question 1 and the meal time you used as an example and summarise the following:· the food and nutrition topics discussed during this meal· what discussion took place during this meal· observations that indicated that the children enjoyed the mealtime· how healthy eating and/or nutrition practices were modelled· two healthy recipes and their nutritional value that were discussed with the children· how the  children were involved in choosing the recipes and when to make themCHCECE004 Assessment 2.docxCHCECE004 - Assessment 21. Analyse the two nutritional information panels (NIPs), then answer the questions that follow.a. Which cereal is the healthier choice?. If one of the cereals contained the additive 951, what would this additive be? What purpose does it have?c. The Infant Feeding Guidelines XXXXXXXXXXstate: ‘First foods should be iron-rich and an increasing range and quantity of foods should be introduced so that by 12 months the infant is consuming a wide variety of family foods.’and ‘The texture of foods should be suitable to the infant’s stage of development, progressing from pureed to lumpy to normal textures during the 6–12 month period.’Go to a supermarket or food store and look at the baby foods.Read a range of labels and identify one food that is suitable to provide to a 6-month-old infant.Look at the nutritional elements and the texture of the food.Explain why this food is suitable2. Read the menu, then complete the tasks that follow.Complete the following tasks:a. Identify how many serves of each food group are already included in the menu – use a table similar to the provided (download starting document) to record your calculations.        Food group        Number of serves shown in the menu        Number of serves suggested per day for a 4 year old child        Number of serves to be added to the menu        Bread and cereal                4                Vegetables                4½                Fruit                1½                Dairy and alternatives                1½ to 2                Meat and alternatives                1½        . List the remaining number of serves to be added to the menu.c. Use this information to recommend a suitable afternoon tea option to provide all the remaining food groups’ serves.3. Read the menu, then complete the tasks that follow.If a child had an allergy to dairy products, what could you:a. provide as an alternative to dairy in the menu?. do to ensure there was no cross-contamination between the dairy foods and other foods if you were serving eakfast?c. tell the parent if they suggested you just remove dairy from a recipe and not replace it with any substitute?d. observme that would identify the symptoms of anaphylaxis?4. List five implications that a poor diet may have on a child.5. Find the following answers:a. Access the Guide to the National Quality Standard for Standard XXXXXXXXXXIn regard to feeding infants, how is this standard demonstrated in your service?. Access the Education and Care Services National Regulations, Regulation XXXXXXXXXXIn your own words, describe how an approved provider can meet the regulations regarding providing food and beverages.c. Access the Early Childhood Australia Code of Ethics at: www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html  Which point links the rights of the family to make decisions about the child?d. Access the United Nations Convention on the Rights of the Child, Article 24, at: www.unicef.org.au/DiscoveWhat-we-do/Convention-on-the-Rights-of-the-Child.aspx . In your own words, summarise what the article says about nutrition.6. Describe how your service develops a cycle of menus.How many weeks are in the cycle?How are they developed?How are the parents kept informed of changes?7. Submit a copy or photograph of how menus and nutritional information are displayed in your service.If they are not, create your own samples.                        CHCECE004 Assessment 3.docxCHCECE004 - Assessment 3Case StudyMelanie works in a service where her job is to prepare and serve the children their snacks and lunch. Last night, Melanie became unwell with stomach cramps and today she is still feeling ill. Melanie starts work and goes straight into the kitchen to start chopping fruit for the morning snack. While doing so, she remembers she needs to chop chicken for the children’s lunch. Melanie moves some of the fruit off the board and uses the space to cut up the chicken. She places the chicken pieces back on the top shelf of the fridge, then gets back to cutting the fruit on the board. Just as Melanie is about to pick up the finished fruit plate, she sneezes, making sure she does not sneeze on the plate of food. She blows her nose, then puts her tissue in the bin and takes the fruit to serve to the children. Melanie is planning to have the children thread the pieces of fruit onto a small skewer as a simple cooking experience. She calls the children in from play and gets them to sit at the table. She shows them how to thread by choosing a piece of fruit from the large platter, picking it up and threading it on the skewer. The children are excited to participate. George wants to have orange on his fruit kebab, but when he picks it up he realises it is too squishy and replaces it on the plate. He chooses a piece of kiwi and threads it. He pushes it too hard and it eaks off, falling onto the floor. Melanie says she will help him. She picks up the kiwi fruit and threads it onto George’s skewer. George quickly eats the kiwi piece and asks Melanie to thread another piece of fruit for him. Melanie’s supervisor is concerned about Melanie’s actions. He realises that food policy has not been reviewed for some time.  1. Refer to the Case study below to answer the following: Access a food handling procedure and identify the procedures that Melanie did not follow. 2. Refer to the Case study below to answer the following: List the actions that Melanie did to each the food-handling procedure.                                3. Refer to the Case study below to answer the following: What should she have done?4. Refer to the Case study below to answer the following: If you were providing this cooking experience, what four safe food handling actions would you expect the children follow?5. Refer to the Case study below to answer the following: Who would you tell if you noticed there were missing actions in the service procedure?CHCECE004 Final Assessment.docxCHCECE004 - Final Assessment1. Copy and complete the following cycle menu for children over four years old. Add:· five different lunch choices that contain two serves of vegetables, one serve of meat (or alternatives) and one serve of ead or cereal.· six different snack choices that contain a serve of ead or cereal and either a serve of vegetables or a serve of dairy.· Include one healthy recipe that the children can cook.·  2. Consider the ingredients from one day of the menu:a)      Which day did you choose?)     Adapt the menu to show how a child who does not eat meat would be catered for.c)      How many ingredients in the menu are foods with labels? List the names of the foods. If none of them have labels, choose three foods with labels (not in your menu) to compare, and list the food names.·        Which food has the greatest amount of fat according to its label?·        Which food has the greatest amount of sugar according to its label?·        Which food has the greatest amount of sodium/salt according to its label?3. Create a booklet that could be presented for parent education. Include the following:a)      The menu you have developed showing the foods and drink that will be offered to children, including the water that is accessible all day)     At least one message about why the foods in your menu were chosen; this message may include information about the:·        nutritional value of the foods·        ability of these foods to meet the religious or cultural needs of the children·        ability of the foods to meet the likes or dislikes of the children·        foods being chosen to meet the food groups.c)      Some of the effects of poor diet (for example, tooth decay, nutritional deficiency, poor concentration, out-of-character behaviour and obesity)d)     A summary of The National Quality Standard 2.2.1e)      A summary of The Early Years Learning Framework Outcome 3: Children take increasing responsibility for their own health and physical wellbeingf)      A summary of The United Nations Convention on the Rights of the Child Article 24g)     The Code of Ethics points 1 and 2h)     The importance of eastfeeding4. Develop a procedure that lists, in order, the things you need to do to provide a morning tea for children. Include:·        food handling guidelines as noted in your service policy·        protective clothing·        furniture and utensils needed·        preparation you must complete·        the storage of foods before, during and after use – if any foods are left over.5. Thinking about the recipe’s you chose in question 1. If you had to Implement a cooking experience in your service using the recipe you chose in Question 11. Explain how you would engage children in the process of making a healthy choice of this recipe?  How would you facilitate discussions regarding the nutrition benefits of the recipe.1. What would be the expected participation of the children during the cooking experience.  Give some examples of what the children may say and do to indicate their enjoyment of the experience

Soumi · Accepted Answer

Final_43092_CHCECE002 Final Assessment 1.1.docx
CHCECE002 - Final Assessment 1.1
1. Child enrolment form.
The information, which has been kept confidential in the child enrolment form, includes the personal detail of the family and medical history of child along with its medication. The two type of communication exchanges, which have been done with parents, or guardian are verbal and written. In written, emails have been exchanged and messages are sent, and in verbal communication, meetings are conducted with parents. 
2. The parent information sheet describes the routines of the child; for example, how long they slept or rested. What other information can the parent or guardian include on this sheet? Access and summarise the National Quality Standard and locate the element that advises educators on how to provide high quality rest and relaxation.
Parents and guardian can provide the detail about how child sleep or environment needed for the child to sleep. It also provides the information about child sleeping disorders. National quality standard provides the detail of high-quality sleep, which includes ventilated room, proper lighting and temperature of the room. 
3. Cleaning roster/checklist. You will need to access a cleaning roster or cleaning checklist from the workplace. Include the cleaning schedule that outlines the tasks that must be completed to ensure your service meets regulations and requirements.
(a) Read the cleaning checklist and list each of the tasks that are within the job role of a Lead Educator at the Centre. 
· Development of the curriculum
· Guiding fellow educator
· Planning of the syllabus and activities
· Conduction of class discussion
· Supervising activities of kids
((b) Summarise the Early Years Learning Framework (EYLF) Outcome that guides the service toward encouraging children to understand good hygiene practices.  
Early years learning framework include activities, which help the children in learning and practice. A small discussion on personal hygiene, use of charts and videos to project personal hygiene facts to the children and learning using fun activities and visual displays can be helpful.
4. Illness record. Imagine you are caring for a child who has a temperature of 38°C. What information would you need to record in the illness record and what procedures should you follow?
· Child is suffering from mild fever
· Child was taken to the medical room for rest
· Medication is given to the child
· Parents are informed about the situation
5. Injury record. Imagine a child you are caring for has fallen and scraped their knee on the concrete. What information would you need to record?
· One child falls down on floor and scraped the knee
· Knee was clean with water and the alcohol
· Bandag is put and child was seated down to take rest
6. Safety checklist/risk analysis. Explain how you have used the safety checklist to scan for hazards in the children’s environment during the day and what action you took. Also describe how you ensured the children understood fire hazards and fire safety in their home environment.
I have prepared the safety checklist to analyse the entire place. It includes fire extinguishers and exit plans in case of emergency. All the vulnerable items, which can cause injury, are marked and removed from room.
Child is taught about first aid of fire and fire hazards using charts and videos.
7. Asthma action plan. Refer to your organisational information fact sheet that outlines the signs and symptoms of asthma. Write a summary report outlining:
· the change in breathing conditions
· asthma symptoms
· conditions that may trigger asthma.
· Also locate your services asthma action plan and outline the six steps you should follow when providing first aid for asthma. Include how you would know if a child was at risk of an asthma attack.
In asthma, a child starts wheezing and shows difficulty in breathing. The allergens like pollens, dust mites and cockroaches act as trigger for the allergic reaction. The symptoms of allergic reaction include tightness in chest, coughing, shortness of breath and difficulty in breathing. 
There is proper asthma action plan laid down by services to take care of child suffering from asthma. The asthma action plan is as follows:
· Make the child sit upright and try to make it calm and reassuring. Child must not leave alone
· Give the four-separate puff of reliever puffer after shaking it and putting it into spacer. There must be gap of 4 seconds between each puff. Wait for four minute and repeat the process if development is not seen.
· If improvement is not seen further, then immediately call the emergency number to call for ambulance. Keep giving puff till emergency service does not arrive
In case there is sudden asthma attack and it is not sure that, it is asthma, and then give anaphylaxis care first and later asthma care
8. Anaphylaxis action plan. Write a summary report that addresses the following:
· ·        The signs, symptoms and key characteristics of anaphylaxis
· ·        The anaphylaxis action plan
· ·         How you would identify a child at risk of an anaphylaxis reaction
Anaphylaxis is a severe allergic reaction, which is mainly caused by medication reaction. It causes sign and symptoms like swelling of lips, shortness of breath, cheat tightness, nausea and vomiting. In case of anaphylaxis, administer epinephrine auto injector and immediately call the ambulance. If a child is allergic to pollens or food item and shows coughing or sneezing then they are prone to anaphylaxis reaction.
9. Explain your service policy regarding anaphylaxis medication administration. Include who is authorised to administer the medication and what actions are taken if a child has an anaphylactic reaction. Also list the four steps you should follow when administering anaphylaxis medication.
A trained person like nurse or care provider are authorised to administered medicine to the child in anaphylactic reaction and immediately call the doctor.
For administering the medicine
· Remove the safety cap
· Hold injector with dominant hand
· Inject on the side between knee and hip
· Massage the area
10. Confidentiality/Privacy policy. What does the policy state regarding confidentiality and privacy?
The condition of the child must not be revealed to other parents and guardian or anyone outside the school without permission of parents.
11. Medication policy
a)      What role does this policy say you may take in administering medication? Are you able to:
·        check the administration of medication that other educators complete
·        sign the medication record as the witness if you checked the administration of medication by another educator
·        administer medication yourself?
In administering the medication, one must be trained to do so and have knowledge about child medication plan
Yes, I can able to administer medicine by myself
b)     What four things must you check prior to administering medication?
· Symptoms of the disease
· Medication plan of child
· Dosage of medicine
· Method of administration
c)      What hygiene practices do you use when administering medication?
I wash my hands and wear the gloves before administering medication
d)     How would you find out where to store a medication?
This information is provided in the medication plan form of child, which was filled by parents at time of enrolment.
12. Exclusion/Infectious diseases/Illness policy. What does the service policy say about the exclusion periods for infectious diseases?
If a child is suffering from infectious disease, then they must be excluded till they get recovered completely and given clean chit by their doctors.
13. Safety and hazards/Sustainability/Environmentally friendly products policy.
a)      What does the policy say about labelling and storing dangerous products?
Labelling and storing of the dangerous product must be done carefully. They must be kept out of reach of children
b)     Are dangerous products kept in your service, or are all products environmentally friendly and child-safe? Give three examples to illustrate your answer.
There is no major dangerous product kept in services. Some of the product like floor cleaners, first aid medicines and sharp objects are kept out of reach of children.
14. Safe collection of children policy. What measures does your service policy state will be taken to ensure the person picking up the child is the person nominated?
Each child must be handover to its nominated person under the supervision of educator. Child must not be handover to any other person under any circumstances.
15. Allergy risk management policy.
a)      What are two signs of anaphylaxis?
Watery eyes and vomiting
b)     What allergy risk management strategies are described or referred to in the policy?
First aid must be given to child having allergic reaction and call the ambulance immediately in case of severe symptoms.
c)      How is all staff informed about a child with an anaphylactic allergy?
All the staff who are associated with the child are informed prior about the vulnerability of child through the documents which have basic information of very child in class.
16. Anaphylaxis policy
a)      Does the policy suggest that any staff member can administer adrenaline using an adrenaline autoinjector, or are specific staff mentioned?
In case of emergency, only authorised member or trained staff members can administered medicine to the child
b)     If specific staff are mentioned, who are they?
Nurse in the organisation or trained first-aid team member
17. Asthma policy
a)      What are two signs that a child is having an asthma attack?
Wheezing sound and difficulty in breathing
b)     How regularly does this policy suggest an asthma action plan be updated?
Asthma action plan must be updated as per the guidelines provided by the doctors. It is updated yearly
18. Arrival and departure/Delivery and collection policy. What should you do if you are unsure about a person’s authorisation to collect a child?
If I am unsure about the person’s authorisation to collect a child, I will not hand over the child to the person.  I check the IDs and record and talk to the nominee about the situation.
Final_43092_CHCECE002 Final Assessment 1.2.docxCHCECE002 - Final Assessment 1.2
1. For each of the following activities, document when and how you implemented the activity.
a. Ensured sleep and rest meets standards and individual needs, including light, noise, temperature and ventilation.
b. Supervised children who are resting or sleeping.
c. Provided quiet activities.
d. Used more than one supervision method at the same time.
e. Provided privacy for children when toileting, undressing and dressing.
f.

CHCECE004 Assessment 1.docx CHCECE004 - Assessment 1 1. Describe how you have created a positive relaxed environment during mealtimes by finishing the following sentences. Choose one mealtime to use...

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