Assessment 2 FINAL CORRECTIONAndrea 3


Health & Safety;
Working with Children at Risk;
Working Legally and Ethically & Reflection
Assessment 2
IVONNE ANDREA FLOREZ RANGEL

Student name:
Date: 01
MARCH/2019
Trainer Name:
JELENA
BUNJEVAC
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
ASSESSMENT RESULT SHEET

CHC30113 Certificate III and CHC50113 Diploma of Early Childhood
Education and Care
Term: Nurturing Babies & Toddlers – ASSESSMENT 2
To be completed by the assessor
Module:
Health & Safety; CHCECE002 Ensure the health and safety of children
Working with children at HLTWHS001 Participate in work place health and safety
risk; CHCPRT001 Identify and respond to children and young people at risk
Working legally & ethically CHCLEG001 Work legally and ethically (Part A)
CHCPRP003 Reflect on and improve own professional practice (Part B)
Student’s Name IVONNE ANDREA FLOREZ RANGEL

Assessor’s Name Jelena Bunjevac
Assessor’s signature Jelena Bunjevac
Date of Assessment 21.01.19
The student’s overall
 Satisfactory  Not Satisfactory
performance is:
Is re-assessment necessary?  Yes  No
Response
S – Satisfactory
Criteria NS – Not satisfactory
Comment
S NS
Module 3 – HEALTH & SAFETY:
Part A: Written Questions

Part a: The health and safety in the workplace
1 S
2 S
3 S
4 S
5 S
6 S
7 S
8 S
9 S
© 4Life College 2018 Page 2 of 90 486862550.docx
10 S
11 S
12 NS
13 S
Part b: The health and safety of children
1 S
2 S
3 S
4 NS
5 S
6 S
7 S
8 S
9 S
10 NS
11 S
12 NS
13 S
14 NS
Part B – Case Studies

Part a: The health and safety in the workplace
1 S
2 NS
3 s

1 S
2 S
3 S
4 S
Module 4 – WORKING WITH CHILDREN AT RISK:

1 NS
2 NS
3 S
4 S
5 S
6 S
7 S
8 S

1 NS
2 NS
3 S
Module 5 – WORKING LEGALLY & ETHICALLY and REFLECTION:

Part a: Working with Legally & Ethically
1 S
2 S
3 S
4 S

5 S
6 NS
7 S
8 S
9 NS
10 NS
11 NS
Part b: Refection
1 S
2 NS
3 S
4 S
5 NS
6 NS
7 NS
8 NS
9 NS
10 NS
11 NS
12 NS
13 NS
14 NS
15 NS

Part a: Working with Legally & Ethically

1 S
2 S
3 S
4 S
5 NS
6 S
Part b: Refection
1 S
2 NS
Trainer’s Overall Feedback:
Andrea,
You have started great. In the middle solid work and then you have lost the confidence in the Module
5.
Please let me know if you need any support. Reconsider your time management,
Regards,
Jelena
KEY INFORMATION
QUALIFICATION/S
CHC30113 - Certificate III in Early Childhood Education and Care
CHC50113 - Diploma of Early Childhood Education and Care
PREREQUISITES
None
UNITS OF COMPETENCY
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECE001 Develop cultural competence
CHCDIV001 Work with diverse people
HLTWHS001 Participate in workplace health and safety
CHCECE002 Ensure the health and safety of children
CHCPRT001 Identify and respond to children and young people at risk
CHCLEG001 Work legally and ethically
CHCPRP003 Reflect on and improve own professional practice
CHCECE005 Provide care for babies and toddlers
HLTAID004 Provide an emergency first aid response in an education and care setting
Elements of:
CHCECE010 Support the holistic development of children in early childhood
CHCECE011 Provide experiences to support children’s play and learning
CHCECE013 Use information about children to inform practice
CHCECE004 Promote and provide healthy food and drinks

INFORMATION RELATING TO ASSESSMENT TASKS

Your completed assessment tasks will provide evidence for your trainer to determine whether you have
successfully performed and satisfied all of the requirements to achieve competency.
The tasks in this assessment kit are Part A theory based questions and Part B case studies and scenarios. All
questions must be answered and have a satisfactory pass. Where applicable word counts are given.
Plagiarism and Referencing

All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased
from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or
ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in
alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc.
and year and place of publishing) or may be included in brackets in the text.
How to submit your assessments

This kit is a hard copy of your assessments. So that you can complete your assessments you have a soft copy
of this kit in the student area of the website. All assessments must be typed and lodged through the student
area.
You will receive your password and instructions to the student area on the first day of term. If a continuing
student your password does not change for the new term.
A back up copy must be kept by the student in case of lost or misplaced submission.

ASSESSMENT TASK 1: WRITTEN QUESTIONS

PURPOSE OF TASK
The purpose of this task is for the student to demonstrate application and competency in the units of
competency for this semester.


 CHCECE010 Support the holistic development of children in early childhood
 CHCECE011 Provide experiences to support children’s play and learning
 CHCECE013 Use information about children to inform practice
 CHCECE004 Promote and provide healthy food and drinks
CRITERIA
The assessment task will demonstrate your ability to understand the topics related to the units you are
studying.
ASSESSMENT TASK
Please read the following Chapters of your textbooks:
Module 1 Working in a culturally diverse framework – Big Picture Chapter 5

Module 2 Working with babies and toddlers – Big Picture Chapter 6 and Birth to Big School parts
Chapters 1,2,3, and 4
Module 3 Health and Safety – Big Picture Chapter 3 and 4
Module 4 Working with children at risk – Big Picture Chapter 4
Module 5 Working legally and ethically – Big Picture Chapter 1 and 2
Module 6 Reflection
In the student area of the website you will also have access to:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia
(http://acecqa.gov.au/national-quality-framework/the-national-quality-standard)
 Guide to the National Quality Framework (http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf)
ASSESSMENT CONDITIONS
 The following tasks have been created to assess your skills and knowledge.
 Answer each question fully

ASSESSMENT TASK 2: CASE STUDIES
PURPOSE OF TASK
The purpose of this task is for the student to demonstrate application and competency in the units
of competency for this semester.
Elements of:
CHCECE010 Support the holistic development of children in early childhood
CHCECE011 Provide experiences to support children’s play and learning
CHCECE013 Use information about children to inform practice
CHCECE004 Promote and provide healthy food and drinks
CRITERIA
The assessment task will demonstrate your ability to:
 Understand the topics related to the units you are studying

 Apply theoretical information you have learnt to practical application
ASSESSMENT TASK
For this assessment you are to answer the questions related to the following case studies.
ASSESSMENT CONDITIONS
 The following tasks have been created to assess your skills and knowledge.
 You will need to read and follow all instructions carefully
 Answer each question fully
 Each answer should be no more than 3 paragraphs


MODULE 3:
HEALTH AND SAFETY

This module covers two units:
Part a: HLTWHS001 Participate in workplace health
Part b: CHCECE002 Ensure the health and safety of children
PART A: WRITTEN QUESTIONS
QUESTION 1
a) What is the name of the WHS Authority in your State?
WORKSAFE VICTORIA
Read the WHS regulations for your State or Territory to find out the requirements for hazardous
manual handling tasks.
b) What is the name of the regulations?

OHS law in Victoria (Occupational Health and Safety Regulations 2017 Vic.)
The Occupational Health and Safety Act 2004 (OHS Act) and Occupational
Health and Safety Regulations 2017 (OHS Regulations).
c) What is one requirement from the Regulations that refers to hazardous manual handling
tasks? Include the section of the regulations in your answer.
One requirement is the Hazardous manual task, as defined in the Work Health and
Safety Regulations 2011 (WHS Regulations), means a task that requires a person to lift,
lower, push, pull carry or otherwise move, hold or restrain any person, animal or thing
involving one or more of the following: repetitive or sustained force.
The model WHS Regulations provide a “how to” for the implementation of the Model
WHS Act and provide specific details of responsibilities and requirements to ensure
compliance with the Act.
A key principle of the model WHS Act is that all people are given the highest level of
health and safety protection from hazards arising from work, so far is reasonably
practicable.

Ref
Ref:
https://www.safework.nsw.gov.au/__data/assets/pdf_file/0020/50078/hazardous-manual-
tasks-code-of-practice-0916.pdf
Book the big picture page 92
Correct and sufficient
QUESTION 2
List the five WHS responsibilities of the worker
- Cooperate with their employer’s attempts to meet their WHS responsibilities.
- Comply with all lawful instructions in relation to WHS.
- Follow all WHS policies and procedures.
- Report all workplace hazards to the nominated supervisor.
- Undertake WHS training as directed.
Reference: Book The Big Picture Page 96

Correct.
QUESTION 3
What is the role of a Health and Safety Representative or HSR?
The role of HSR is represent workers on health and safety and matters have responsibilities under
WHS legislation. The goal for every workplace is minimise workplace injuries by complying with WHS
legislation. Also play a pivotal role in gathering information about what the health and safety issues
are for their work group.
Ref: www.safework.nsw.gov.au
Correct.
QUESTION 4
a) What are Model Codes of Practice and what information do they provide?
The Model Codes of Practice are practical guides on how to comply with legal duties under
the Model WHS Act and Regulations. The Codes provide information about specific hazards,
risks and control measures, and can be used to help determine what is reasonably
practicable in particular circumstances (Safe Work Australia 2012a).
Ref: The Big Picture Book Page 92
b) List six Model Codes of Practice that may be applied to children’s services.

- Work Health and Safety Consultation Co-operation and Co-ordination.

- First Aid in the work place.
- Managing the risk of falls at Workplaces.
- Managing the Work Environment and facilities.
- Preparation of Safety Data Sheets for Hazardous Chemicals.
- Managing Risks of Hazardous Chemicals in the workplace.
- Good
-
QUESTION 5
To complete this task refer to (p.120) of your textbook ‘The Big Picture’
Explain the meaning of each safety sign.
Sign Meaning
Danger signs are for warning when a

Dangerous Chemicals Sign
hazard or a hazardous condition is likely to
be life-threatening. The word "Danger" is
featured inside a red oval which in turn is
inside a lack rectangle.
A fire blanket is a safety device designed
Fire Blanket
to extinguish incipient (starting) fires. It
consists of a sheet of a fire retardant
material which is placed over a fire in
order to smother it. Located as suggested
by fire authorities.
Slippery and Wet Floors and other slip
Wet or Slippery Surface Signs
workplace hazards are everyday issues
that need to be carefully handled to avoid
falls, mishaps and unnecessary visitor or
employee injuries. Used when the floor is
wet.

Hazardous Manual Task (manual

handling) Sign
Reminder of correct lifting technique.
Location of first aid equipment. Is a

First Aid Kit
visible indicator that emergency first
aid assistance is close by or in the direct
vicinity of the sign? It usually takes the
form of a red or white plus sign with a
white or green background and is a
universal symbol.
Used when dealing with body
Hand Protection Sign
fluids. Remind workers to wear hand
protective gloves in areas where they
could suffer minor or serious hand injuries
or where risk of contamination exists.
PLEASE READ PAGE 132 OF YOUR TEXTBOOK ‘THE BIG PICTURE’
Thoroughly addressed
QUESTION 6
WHS Regulations state that Safety Data Sheets (SDS) must be available for any hazardous chemicals.
What information must an SDS contain? Provide a brief explanation for each point.
A safety Data Sheet provides detailed information about a hazardous chemical, including:
- The identity of the chemical including product and its ingredients.
- The hazards of the chemical including health hazards, physical hazards and
environmental hazards.
- Physical properties of the chemical, like boiling point, flash point and
incompatibilities with other chemicals.
- Workplace exposure standards for airborne contaminants.
- Safe handling and storage procedures for the chemical.
- What to do in the event of an emergency or spill.
- First aid information and transport information.
Ref: Safe Work Australia 2012c, p.1

The Big Picture Book page 132
Example of Safety Data Sheet in a childcare centre.

http://kindylandvic.com.au/sites/default/files/documents/msds_er_air_freshener.pdf
Name of the substance and ingredients: Contains the product identifier or tradename, contact details of the
manufacturer or importer responsible for supplying the chemical, and the telephone number to contact in case of
an emergency. The information in this section should be consistent with the label.
Risk phrases: Hazards identification, signal word example: Danger
Safety phrases: Precaution statements, examples: keep away from heat/sparks/ open flames/hot surfaces. Don’t
smoke.
Directions for use: what is the purpose of this chemical.
First aid: Describes the necessary first aid measures to be taken in case of an accident. Example:
First aid measures
For Advice contact a Poisons Information Centre (phone eg. Australia 131126: New Zealand 0 800 764 766) or
a Doctor. For Ingestion: Do not induce vomiting unless advised by physician or poison control center. Drink
one or two glasses of water to dilute product. Get medical attention. Do not give anything by mouth to an
unconscious person. For Skin: Remove contaminated clothing. Wash skin thoroughly with soap and water. Get
medical attention if irritation persists. Wash contaminated clothing before reuse. For Eyes: Immediately flush
with plenty of water for at least 15 minutes. Remove contact lenses Hold eyelid open to insure complete
washing. Get Medical Attention. For Inhalation: Move person to fresh air. Get medial attention if irritation
persists.
Emergency procedures: Describes what actions need to be taken if there is an accidental release or spill of the
chemical to minimise adverse effects on people, property and the environment.
Details of the manufacturer or supplier: Example:

Identification of the Material and Supplier
Product Name: Earth Renewable Air Freshener
Products Use: Used for freshening the air and surfaces at a dilution of 1:50 to 1:100 depending on odour level.
Creation Date: 1 September 2015 Supplier: Solo Pak Pty Ltd ABN 29 076 652 269 Mail Address: PO Box 67,
Brisbane Markets, QLD, 4106 Telephone: 1300 307 755 Facsimile 07 3378 4100 Emergency Telephone: 1300
307 755 (Available 24 Hours)
Ref : http://kindylandvic.com.au/sites/default/files/documents/msds_er_air_freshener.pdf
QUESTION 7
a) If you thought there was a safety issue at your service, which of the following strategies
would you use to raise this so that risk control measures can be put in place? Please
highlight the correct response/s
Answer is all of them.
a) Raise with supervisor and make other workers aware of the issue
b) Report to management
c) Complete hazard report documentation
d) Raise in a WHS/staff meeting
e) Raise with HSR rep.
Corre
QUESTION 8
To complete this task refer to (p. 101) of your textbook ‘The Big Picture’ and refer to your reading:

 Guide to the Education and Care Services National Law and the Education and Care Services
National Regulations. Emergency Procedures (p. 68).
a) List three potential emergency situations that could happen in a service.
- Natural disasters such as floods, bushfires, earthquakes, and severe electrical or dust
storms.
- Power failures, gas leaks and loss of water supply.
- A medical emergency involving serious, sudden illness or injury to a worker or child.
b) What are the requirements for emergency and evacuation procedures?

Emergency procedures: Including
1. An effective response to an emergency
2. Evacuation procedures
3. Notification of emergency services at the earliest opportunity
4. Medical treatment and assistance
5. Effective communication between the person authorised by the
person conducting the business or undertaking to coordinate the
emergency response and all persons at the workplace.
The evacuation procedures: Including
a. Instructions for what must be done in the event of an

emergency.
b. Emergency and evacuation floor plan.
c) How often must staff, children and volunteers rehearse an emergency evacuation?
The emergency and evacuation procedures are rehearsed every 3 months that the service is
operating, by the nominated supervisor, staff members and volunteers and children being
educated and cared for by the service.
Ref:
http://www.uws.edu.au/__data/assets/pdf_file/0004/408118/CSS3517_UWSELL_Policies_E
mergency_and_Evacuation_Policy.pdf
Very Good.
QUESTION 9

Please read pages 112-118 of your textbook ‘The Big Picture’
a) Define hazard in the workplace.
According to Safe Work Australia(2011a,p.4), a hazard is a situation or thing that has the
potential to harm a person, and risk is the possibility that harm (death, injury or illness) might
occur when exposed to a hazard. Hazard can be found in any workplace.
b) Which of the following would you describe as hazards in an Early Education and Care
setting?
Please highlight the correct response/s.
a) Dirty toys
b) Toys lying around on the ground
c) Broken toys
d) Toys with sharp edges
e) Small toys that are not age appropriate
f) Toys with paint peeling off of them.
Correct.
QUESTION 10
A new item of equipment has been bought for the playground. It is adjustable for different age
groups. There are many different ways that the equipment can be set up.
a) How would you make sure that you knew how to operate this equipment safely?
I would do a meeting with the staff to discuss about the new equipment, read the instructions,
training, teamwork with other co-workers. In the same way is very important:
 Check the instructions and explain to each child how to use the toy or equipment.
 Always try to supervise children while they play. Learn to spot an accident about to happen.
 Check toys periodically for broken parts and potential hazards. A dangerous toy should be
repaired immediately or thrown away. Sharp or splintered edges on wooden toys should be
sanded smooth. Use only non-toxic paint on toys or containers that children come in contact with.
Check outdoor toys for rust and weak or sharp parts that could become hazardous.
 Teach children to put their toys away so they do not get broken or create a tripping hazard.
 Use toy shelves for storage. Open shelves allow the children to see favorite toys and return
them to the shelf after play. Be sure the shelf is sturdy and won't tip over if a child climb on it.
b) Often safety standards and instructions change. How will you keep up to date with changes?
Researching and updating about this new equipment or toy.
QUESTION 11
a) What are four symptoms that you show when you are tired and/or stressed?

Fatigue, headache, stoma ache, sleepy, hungry, muscular tension, depression.

b) Do you think you can work well when you are tired and stressed? Why? Why not?
In my opinion the fatigue and stressed can affect the work and can be dangerous for the
workplace, the consequence is unproductivity labour. The fatigue increases the risk of injuries or
other accidents. Fatigue results from a lack of sleep and can be heightened from prolonged mental
activity or long periods of stress or anxiety. Boring or repetitive tasks can also intensify feelings
of fatigue. Fatigue reduces your ability to: concentrate, thinks laterally and analytically, make
decisions, remember and recall events, control emotions, recognise risk, coordinate hand-eye
movement, communicate effectively.
c) What should you do if you feel like this?
If this situation happens in my workplace I should talk with my leader or supervisor and let
they know about the situation, go home and have a rest. If that situation persist take steps to
solve it. Is important to take rest breaks, do exercise, healthy eating, drink plenty of water,
limit working excessive hours.
Great Respond
QUESTION 12
To complete this task refer to (pp. 113 –119) of your textbook ‘The Big Picture’.
A copy of the Risk Rating Matrix and a sample completed Risk Assessment Tool has been provided
for your reference.
Risk Rating Matrix
Consequence
Likelihood
Insignificant Minor Moderate Major Catastrophic

CertainAlmost
Moderate High High Extreme Extreme

Likely
Moderate Moderate High Extreme Extreme
Possible
Low Moderate High High Extreme

Unlikely
Low Low Moderate High High

Rare
Low Low Low Moderate High
Sample: Completed Risk Assessment Tool.
Risk Assessment Tool
Location: Staffroom.
Who may be at risk? All staff and visitors who enter the area.
Tasks: Hazards: Risks:
Use of staffroom to: 1. Fridge is standing in 1. Electrocution.

water. 2. Ceiling may collapse.
 Put lunch away.
2. Ceiling has water 3. Unpleasant smell/
 Have breaks.
damage. Health problems.
3. Wet carpet. 4. Slipping.
4. Wet floor.
Risk Rating
Likelihood: Consequence: Risk Rating:
a) Almost certain. b) Major c) Extreme
Control Measures:
 Turn off mains power. EXAMPLE

 Unplug the fridge.

 Lock door to prevent access to the room.
 Open window for ventilation.
 Mop floor if safe.
Who conducted the risk assessment? Date: 15 /8/20XX
Completed by: Jane Doe Signature: Jane Doe
Who approve the risk assessment? Date: 15 /8/20XX
Approved by: Mary Director Signature: Mary Director
Scenario: Wet Weather
It has been raining heavily all weekend. The heavy rain and wind have caused the following
damage to the outdoor area:
 Part of the path leading to the front entry has cracked and lifted, creating an uneven
surface.
 Several of the trees in the outdoor area have lost branches which are scattered
around the path and play area.
The rain has also found its way indoors:
 Water has leaked into the staffroom from the ceiling and the fridge is standing in
water.
 The water has spread to the carpeted area and the carpet is soaked.
With reference to the Risk Rating Matrix and information from the sample assessment tool,
complete the following table related to the risks in the Wet Weather scenario.
Risk Assessment Tool
Location: Outdoor of the area of the centre and indoors
Who may be at risk? Children, educators, visitors, parents
Tasks: Play zone, activities Hazards: Small objects left in Risks: Small objects left on
with children water play. reach of children. Water or the floor, a child reach can

People enter to the center. liquid split on the ground. cause choking. Water or
liquid split on the floor, a
Fallen breaks, crowed path,
child can slip over and
hazard for entry.
crack their head open,
bruising or broken bones.
Slips, trips and falls, for
example on the floor or
children’s furniture.
Injuries, falls.
Risk Rating (against each identified hazard)
Likelihood: Almost certain Impact: Major Risk Rating: high
Control Measures:
• Eliminate lost branches which are scattered around the path and play area.
• Substitute Part of the path leading to the front entry has cracked and lifted,
creating an uneven surface.
• Isolation or Remove the carpet and fridge, mop all floors and dry all surfaces that
may cause falls.
• Warn all people in the area about the situation to take the necessary precautions.
• Put a warning sign of slippery or wet floor in every place that is required.
• Provide to the staff protective equipment o provision of safety equipment in

case if it is needed.
Which of these control measures is appropriate for this risk assessment and please
provide concrete actions which would be adequate for the chosen control measure.

QUESTION 13
You have been asked to help with the development of a procedure for moving items safely from the
store room, into the children’s rooms.
Your supervisor would like you to make a list of things that employees need to be careful of when
doing this.
Make a list of at least six safe practices that could be added to the procedure.
-
- Clean the area
- Supervise lights
- Rubbish
- Heating/cooling
- Gate if is unlocked or locked
- All children signed out
Good
Part b: CHCECE002 Ensure the health and safety of children

Students are to complete assessments related to CHCECE002 Ensure the health and safety of
children.
QUESTION 1
To complete this task refer to (pp. 44 – 48, 56) of your reading:
 Guide to the National Quality Standard.
a) What is the focus of National Quality Area 2 and how does this area promote children’s
health, safety and wellbeing?
The focus of Quality Area 2 of the National Quality Standard is reinforces children’s right to
experience quality education and care in an environment that provides for their health and
safety. Educators support this when they promote each child’s well-being and healthy lifestyle
and support each child’s growing competence, confidence and independence. Learning about
healthy lifestyles, including nutrition, personal hygiene (such as handwashing, dental hygiene

and ear care), physical fitness, emotions and social relationships, is integral to children’s well-
being and self-confidence. When children develop resilience, their ability to take increasing
responsibility for their self-help and basic health routines promotes a sense of independence
and confidence.
b) What are the ten key factors related to Quality Area 2 that promote children’s health, safety
and wellbeing?
1. Maintaining adequate supervision of children
2. Configuring groupings of children to minimise the risk of overcrowding, injury and
illness
3. Monitoring and minimising hazards and safety risk in the environment
4. Effectively managing illness and injuries
5. Implementing effective hygiene practices
6. Providing for individual children’s health, sleep, rest and relaxation requirements
7. Meeting children’s nutrition requirements and promoting healthy food choices
8. Promoting children’s physical activity
9. Encouraging and supporting childhood immunisation
10. Understanding obligations under state or territory child protection legislation.
Correct.
QUESTION 2
Your supervisor has asked you to look for some new toys for the pre-schoolers’ room. What would
you need to check to make sure they are safe and suitable for use?
We need to check the material, that the toy does not have long strings, cords or loops, it be safe,
durable and age appropriate without small parts, sharp points or edges, no toxic, easy to clean,
stable and strong, suited to the child’s age, ability and stage of development.
Responsibly covered
QUESTION 3
A) Complete each sentence below. Provide at least two answers for each item.

I. Educators should wash their hands before:
- Starting the day at the service (parents can help with this)
- Eating or handling food
- Going home, so germs are not taken home with them
II. Educators should wash their hands after:
- Eating meals
- Nappy change
- Use the toilet
III. Children should wash their hands before:
- Starting the day at the service (parents can help with this)
- Going home, so germs are not taken home with them
IV. Children should wash their hands after:
- Touching nose secretions
- Using the toilet
- Having their nappy changed, their hands will become contaminated while they are on
the change mat
- Coming in from outside play

- Touching animals
a) How could you help children to make hand washing a habit? Suggest two ways.
We can teach children to wash and dry their hands through the poster videos or songs, give them
step-by-step instructions in a clear and fun way.
Good
QUESTION 4
Read the Cancer Council NSW Early Childhood Education and Care Sun Protection Policy and the
National Quality Framework Fact Sheet. You can access this in your reading list.
Answer the following questions:
b)Why is sun protection so important?
c)The sun's ultraviolet (UV) radiation is the main cause of skin cancer, sunburn,
premature ageing, and eye damage. UV damage in childhood significantly
increases our risk of skin cancer.
d)
e)Although, we all need some sun exposure, when the skin is exposed to the sun,
our bodies make vitamin D, which helps the body absorb calcium for stronger,
healthier bones. It only takes a little time in the sun for most people to get the
vitamin D they need and most vitamin D needs should be met with a healthy
diet and/or supplements.
f)Even though, too much unprotected exposure to the sun's ultraviolet (UV) rays
can cause skin damage, eye damage, immune system suppression, and skin
cancer.
g)Therefore, it is important to help children develop good sun protection habits.
Show children how to be SunSmart through role modelling and encourage
independent sun protection behaviours.
h)
i)What are five things that can protect children from the sun when playing outside?
1. Seek shade. UV rays are strongest and most harmful during midday, so it's best to plan
indoor activities.
2. Cover up children with long-sleeved shirts and long pants and skirts can provide protection
from UV rays. ...
3. As educators is important that children get a hat.
4. Generously apply sunscreen 30 minutes before children go out in the sun and choose a
sunscreen with SPF (Sun Protection Factor) 15 or higher.

5. Reapply sunscreen every 2 to 3 hours, or after sweating or swimming.
j)Missing.
k)
l)You have been asked by your supervisor to discuss sun safety with children. Search the
internet for two resources you could use to help to get your message across. Explain
why you chose these particular resources and which learning outcomes they relate
to in the Early Years Learning Framework. Use the headings as listed below.
m)
Resource (include web site Why did you choose this

address) resource? EYLF Learning Outcome/s
1. Slip on covering clothing

If you can see skin, UV can reach it. Try to cover as much skin as possible with cool, loose-fitting
clothing. If a child is wearing a singlet top or dress with thin straps, don't forget to layer up with a t-
shirt or shirt before outdoor play.
2. Slop on SPF30 (or higher) broad-spectrum, water-resistant sunscreen

Sunscreen should be the last line of defence after clothing, a hat, sunglasses and shade. For
any skin not covered by clothing, apply a generous amount of SPF30 (or higher) broad-
spectrum, water-resistant sunscreen 20 minutes before going outdoors and re-apply every two
hours, and after swimming and water play.
3. Slap on a hat
Choose a hat that shades the head, face, eyes, ears and neck. Bucket, wide-brimmed or legionnaire
hats are best. Baseball caps do not offer enough protection and are not recommended.
4. Seek shade
Shade is an important sun protection tool for all ages. In particular, babies under 12 months have very
sensitive skin and should always be kept out of direct sunlight.
5. Slide on sunglasses
Eyes are very sensitive to UV damage. Where it is practical, try to protect your child's eyes every day with
sunglasses when they are outdoors. A sun-protective hat will also help reduce UV damage to the eyes.
Toy or fashion-labelled sunglasses do not meet the requirements for sunglasses under the Australian Standard
and should not be used for sun protection.
The OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING
- Children become strong in their social and emotional wellbeing

- Children take increasing responsibility for their own health and physical wellbeing.
Correct.

QUESTION 5
a) What are three common symptoms and features of asthma?

- Frequent, intermittent coughing.
- Shortness of breath.
- Chest congestion or tightness.
b) What are three common signs and symptoms of a mild to moderate allergy?
- Swelling of lips, face and eyes.
- Hives or welts.
- Tingling mouth.
c) What are some common signs and symptoms of anaphylaxis? Write down three.
- Skin rashes and itching and hives.
- Swelling of the lips, tongue or throat.
- Shortness of breath, trouble breathing, wheezing (whistling sound during breathing)
Good
QUESTION 6
Answer the following questions about the Education and Care Services National Regulations. Specify
the Regulation that it refers to.
a) Is it a legal requirement for a centre-based service to provide shaded areas? What regulation is
this?
Regulation 114 Outdoor space—shade The approved provider of a centre-based service must ensure
that outdoor spaces provided at the education and care service premises include adequate shaded areas
to protect children from overexposure to ultraviolet radiation from the sun. Penalty: $1000
Ref: https://www.legislation.nsw.gov.au/regulations/2011-653.pdf
b) There are 12 children aged under 2 in a room. Under Regulation 123 how many educators must
there be to supervise these children?
1 educator to 4 children (regulation 123 (1)(a) and 357), which means that there must be 3 educators
in that room
Correct.
QUESTION 7
A child has been prescribed chewable tablets. Each tablet is 5mg. The child needs to take 10mg,
three times a day. How many tablets will the child take each day?
The child needs to take 6 tables each day. Correct.

QUESTION 8
An early education and care service uses Glen 20 to disinfect toilet areas.
a) How should this item be stored? Why? Protect from sunlight. DO not
expose to temperatures exceeding 50 degrees C /122 degrees F. Store in a
well-ventilated place. Because is Danger , extremely flammable aerosol.
Contains gas under pressure, may explode if heated.
b) Glen 20 has this Dangerous Goods diamond on the back of the can:
What are two things that you need to be careful about when
handling or storing a flammable gas product?
Keep out of reach of children.
Keep away from heat, hot surfaces, open flames and other
ignition sources.
Is a flammable aerosols and gases under pressure (compressed
gas) can explode.
Please provide two protective strategies.
QUESTION 9
a) What are three signs of tooth decay in young children?
- A dull white band on the tooth surface closest to the gum line, this is the first sign and
usually remains undetected by parents
- A yellow, brown or black band on the tooth surface closest to the gum line that
indicates the progression to decay
- Teeth that look like brownish-black stumps, this indicates that the child has advanced
decay.
Ref: https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/tooth-decay-
young-children
Good
QUESTION 10
a) A house fire has occurred in the local area. Some of the children are afraid that their house might
catch fire too. You decide to talk to the children about smoke alarms and how these help to keep
people safe at home. Answer is C)
1. Which of the following learning experiences are NOT appropriate ways in supporting
children to learn about fire safety:
a) Show children a smoke alarm and how it works
b) Talk about the battery and how you can test it (let them test the button)
c) Light a fire and have the children practice using a fire extinguisher from the Centre to
put out the fire
d) Ask children to have a look at home and see where their smoke alarms are (kitchen,
outside bedrooms)
Talk about what to do if they hear the smoke alarm – for example, get parents, go outside
Correct. ??

2. Suggest three ways a service could involve families in home safety awareness
Make a check list and inform to the families about the fire safety checklist, ask them if they
have smoke alarm.
Home fire safety checklist
This home fire safety checklist can help you get rid of fire hazards around your home.
- Electrical appliances
- Open fires and heaters
- Cooking-inside and out
- Always keep matches and lighters well away from children
- Smoke alarms
- Fire-fighting and fire safety equipment
- Using a fire blanket
- Dial 000 to call the fire brigade
ACEPTABLE
QUESTION 11
To complete this task refer to (pp. 52 – 55) of your reading:
 Staying Healthy: Preventing infectious diseases in early childhood education and care
services.
a) List the range of cleaning equipment that is recommended for use in an Early Childhood
service.
- Gloves
- Detergent
- Different colors of bins
- Wet and dry mops
- Mop pails
- Brooms
- Cleaning cloths
- At least one vacuum cleaner
- Disposable rags. Use these instead of reusable sponges because sponges allow germs to grow
in trapped organic material. If you must use sponges, store them in bleach solution between
uses.

- When possible, use a separate sink (not used for food preparation) for cleaning equipment.
The sink should have both hot and cold running water.
b) What surface or areas need to be cleaned on a daily basis in an Early Childhood service?
Tables, bathrooms, kitchen surfaces, nappy change area after each change, toilets, cots or
mats, washable clothes, cleaning of toys, surfaces such as door knobs, door jams, low shelves.
c) What surface or areas need to be cleaned on a weekly basis in an Early Childhood service?
Mattresses, windows, furniture, radiators, fans, A/C, wall fixtures, walls and ceilings
Your answer is evidence of your consciousness
QUESTION 12
To complete this task refer to (p. 324) of your textbook ‘The Big Picture’.
a) How can an educator create an atmosphere that is conducive to sleep and rest?
- Creating visual barriers to screen sleepers from non-sleepers.

- Dimming lights to encourage relaxation.
- Playing very soft music, which can act as a cue that it is now time to be quiet and
relax.
- Ensuring the area has good ventilation and is at a comfortable temperature.
- Providing bedding that is familiar to the child.
- Supporting the use of conforters such as a teddy or blanket.
Example: Children can select a sleeptime book as a strategy to help them relax, such a
small photo album, a non-fiction book on a topic of interest, a find the hidden figure
picture book or a toy catalogue.
Demonstration of sensibility
To complete this task refer to (p. 325) of your textbook ‘The Big Picture’.
Quiet time kits can be made available to children who do not rest. Provide two examples of a quiet
time kit.

Examples:
- Puzzles. Lots and lots of puzzles. Kevin usually does two puzzles during nap time
and leaves them up until the next day where he takes them apart and does two
different ones.
- My quiet Book. We can set out activity books, such as Big Trucks and Diggers, as
well as familiar reading books.
- Coloring Books, with markers, crayons, or colored pencils. Kevin usually just works on part
of a page each nap time and moves onto something else (he’s not a huge colorer). please
Provide reference for your answer
Ref: The big Picture Book P. 325
QUESTION 13
To complete this task refer to your reading:
 Emergency Evacuation Policy.
a) The policy states that in the event of fire, staff will use the RACE procedure recommended
by the fire service. What are the four RACE procedures?
RESCUE
Rescue any people in immediate danger (only if it safe to do so).
ALARM
Raise the alarm
 ring the Fire Brigades on 000

 notify your switchboard
 notify the staff member in charge
EXTINGUISH
Try to extinguish the fire using appropriate firefighting equipment only if you are trained and it is safe
to do so.
b) The policy states four educators’ responsibilities in regard to Fire Prevention and Fire Drills.
What are these responsibilities?
- Adhere to the Emergency Management and Evacuation Policy.
- In an emergency situation follow all instructions of management and emergency
services.
- Attend training and exercises.
- Engage in rehearsal drills every three months.

Other staff responsabilities (preferably the team leader in each room) will organize a quick and
orderly evacuation of all children. Children 0-18mths maybe evacuated by placing them in a fire cot
(small enough to fit through all doors and corridors and with wheels large enough to prevent
jamming) and wheeling them to safety.
The authorized supervisor and staff will check off the names of evacuated children against the
attendance roll and ensure all staff are present a record will be kept of all evacuation drills and
recommendations for improving centre responses to an emergency arising from each drill will be
referred to the Manager of Children’s Services. No one will re-enter the building until advised by the
Fire Brigade Captain.
Should exits be blocked by fire, a window is smashed from the inside and the children passed outside.
Children are wrapped in blankets before being passed through the flames. If it is only a small fire,
with no danger to operator, the nearest person will use the fire extinguisher to put out the fire after
alerting other staff.
Correct.
Question 14
Listed below are common safety hazards for babies and toddlers. Suggest one way in which the
educator could reduce each hazard.
a) Infants not yet crawling.
Hazard: May roll off the nappy change table.
Always provide constant supervision when using a change table. However, nothing is a
substitute for constant adult supervision. It is far safer for the adult to get down to the child’s
level. If your back and knees allow, change baby on the floor or on a bed. It’s best to change
your baby on the floor on a changing mat or towel. This will prevent your crawling baby
from being hurt in a fall. Even a relatively low elevation like a sofa or chair could be high
enough for a crawling baby to really hurt themselves if they fall.
Can you please readdress this question? You need to clarify why would you put child on
the floor, and what means supervision of the child on the changing table.
b) Infants crawling and beginning to walk.
Hazard: May choke on small objects and some foods.
Supervise the children when they are eating, avoid the small objects.
c) Toddlers.
Hazard: Will attempt to stand and climb out a high chair.

Make sure that the crotch strap is well secured so that your child sits snugly and is not
wriggling around in the chair. Establish a routine of using the high chair only for
meals. Do not let it be used for playtime. Supervise a child in the high chair at all
times. If you have to leave the room, take the child out of the high chair and take the
child with you. Store the high chair out of reach when not in use. If the child is able
to climb out the chair means that we can move a booster seat.
Please think if the child is able to climb out of the chair , what this is telling you which
chair toddler use.
CONTAIN
If practicable, close all doors and windows to contain the fire (only if it safe to do so).
PART B: CASE STUDIES

CASE STUDY 1
CASE STUDY - CARRYING THE NAPPIES

Jessie, one of the educators tripped at work. She was taken to the hospital where it was found that
she had broken her foot. She will now be in a “moon boot” for at least six weeks.
You witnessed the incident. Jessie was walking along the passage between the store room and the
toddlers’ room carrying two large box of nappies on top of each other. The boxes are not heavy
but they are large and awkward.
A child ran in front of her. Because of the boxes she didn’t see the child until the last moment. She
fell and, trying to avoid falling on the child, landed awkwardly on her foot.
Jessie was crying from the pain. She said it was her fault because she should have been looking
where she was going. She was carrying two boxes at a time because she said she was so tired that
she just wanted to get the job done quickly so she could sit down for a while.
You remember that Jessie had told you that with working fulltime, studying for her Diploma, and
looking after her old Mum at home, she was absolutely exhausted. She was also stressed out
about one of the children in her room.
You also remember that at last month’s WHS meeting, management had agreed to buy a trolley
but it hasn’t been delivered yet.

Your supervisor has asked you to complete an incident report form as Jessie won’t be back at work
for some time.
1) What could Jessie do about her stress and fatigue? Suggest three things.
She should consult other workers, managers, supervisors and health and safety representatives
about the impact of workloads and work schedules, including work-related travel and work
outside normal hours.
She should examine her routine, not overload herself with work, relax and take time for herself.
She should ask her colleagues for support in activities that she can’t do alone.
2) What are three reasons that incident reports must be completed?
- Minor incidents and observations help to find out why serious incidents do not occur
- More incidents and observations mean more data to analyze
- Incidents and observations keep us aware
3) You must complete the incident report on the following page. Use the information in the case
study.
INCIDENT REPORT FORM
PART A – to be completed by the employee
Name of employee who was injured: Jessie
Name of employee completing this form: Andrea Florez
Time of accident/incident: 3pm Date: 15 October 2018

Work area: The passage between the storeroom

and the toddler’s room
Describe the hazard/detail what happened – include area and task, equipment, tools and people
involved.
(include at least three contributing factors from the case study)
Jessie one of the educators from the childcare centre tripped while she was working, she moved
Two large boxes of nappies at the same time, from the store room to the toddler’s room and along the
passage she stumbled and fell to the ground avoiding to trip over a child who was in the hallway, she
landed awkwardly on her foot. She was crying from the pain and said that was her fault. she didn’t use
any equipment to move the boxes, only by herself.
Possible solutions/how to prevent recurrence (do you have any suggestions for fixing the problem or
preventing a repeat?)
(Include at least three solutions)
Is important the Staff induction to work health and safety, manual handling training, exit signs. Personal
protective equipment (PPE) Place a barrier between the person and the hazard. Gloves, hairnets, aprons,
sunhats, cart to moved heavy objects.
Ask for help whenever is necessary.
Take small breaks if you are so tired or carry one by one.
Always do incident report and recording.
Adapted from: https://www.worksafe.vic.gov.au/forms-and-publications/forms-and-

publications/hazardincidentaccident-report-form (accessed 30 October 2015)
Acceptable.
CASE STUDY 2
CASE STUDY - BROKEN GATE LATCH

A hazard identification check has found that the latch on the front gate of the service is faulty. This
means that the gate no longer closes automatically.
This has been recorded and the manager of the service has been advised.
The manager has said that the usual maintenance repairer is away on holiday. The other repairer
in town is more expensive so she will wait until the usual one is back then get him to fix the gate.

In the meantime staff should keep an eye on the gate to make sure it is closed after people have
used it.
Today a disaster nearly happened. As parents were bringing in children in the morning, the gate
did not shut properly behind one of them. Andrew (4 years old), a boy who loves to explore, saw
his opportunity and quickly slipped out of the gate.
He saw the truck parked down on the road and went down to investigate. He crawled underneath
to satisfy his curiosity.
Luckily the truck driver needed to check his tyres and happened to notice Andrew. He took him
into the child care service and explained what had happened.
The manager said it was the employees fault as they were supposed to watch the gate. The
employees said they were so busy in the morning that they couldn’t watch it all the time.
They had been grumbling about this for some time but had not said anything to the manager.
a) What is the responsibility of the manager for health and safety in her service?
Their fundamental responsibility is to provide a safe and healthy work environment. They must:
- protect the health and safety of workers and anyone else affected by workplace activities
including children, families, contractors and visitors identify and control workplace health and
safety risks for all people in the workplace including staff, children, families, contractors and
visitors.
- consult with employees on matters that affect their health, safety and welfare.
- provide adequate training and supervision for all employees to work safely.
b) Do you think the manager has shown sufficient duty of care? Why? Why not?
Not because he needs to be permanently supervising and have excellent communication with workers, take
preventive measures, providing the safety and health of everyone who works in the center mainly children.
He cannot just blame the employees, the manager needs supervising indoor/outdoor environments to
provide safety for the children at all times. The manager hasn’t show sufficient duty of care because
he only blame to the other co-workers, and he should really prioritize the problem and look for a
solution fixing immediately the door.
c) What is the responsibility of the employees for health and safety in the workplace?
Always Provide safety and health environment for the children and workers.

As you are working in direct contact with children it's very important to stay safe and healthy
while working in childcare.
d) Do you think the employees have shown sufficient duty of care? Why? Why not?
Not, because it is a priority and responsibility of the employees keep an eye on the children at all
time, watching over their safety and health.
e) What are two more effective things that could have been put in place to reduce the risk?
The better and effective way in this case is fix the gate immediately and put a person to keep an
eye on the door of the entrance.
f) The manager made a decision without consultation. If she had called a WHS meeting to discuss
the gate, how would this have helped? Yes, definitely a meeting surely have improve the
situation and also they have improve the communication between co-workers. They can fix the
gate and talk looking for the way so that doesn’t happen again.
Acceptable.
CASE STUDY 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to
answer the following question.
Case Study- Hazard
For several months, the Early Childhood service Director has been aware that the staff are
unhappy with the conditions of the 3 - 5’s playground. After wet weather the ground is boggy
underfoot. The path around the playground is uneven and cracked and lifted in several places
creating a trip hazard. Two staff have had near-misses.
It was agreed that the Director would report the staff’s concern to the Owner/Manager. The
Owner/Manager advises the Director that the paths will be replaced as soon as possible,
however the drainage is a long-term project which can’t be immediately addressed. It was
suggested that the large grassed area at the front of the building could be investigated as an
option for a temporary playground during periods of wet weather.
a) Apply the S.A.F.E. principle to explain how this WHS issue has been addressed.
S.A.F.E. Example
Spot the Hazard

The path around the playground is uneven and cracked and lifted in
several places creating a trip hazard. After wet weather the ground is
boggy underfoot.
This is going happen every time during the rainy season or wet weather.
Assess the Risk
The need to replace the path as soon as possible, but the drainage can’t be
addressed immediately. Other way is suggested the large grass area in front
Fix the problem
of the building be used temporally playground during the wet weather or
rainy season.
We can have to monitor during the next play time during wet weather
if there are other risk factors involved while children are playing in the
Evaluate the results new play area. We can organise plays in indoors during this wet
weather.
Good

CASE STUDY 1
CASE STUDY - ADDISON’S FATHER
Normally Addison’s mother comes to pick him up each afternoon at 4pm.
Today a man you have never seen before arrives at 2.30pm and says he has come to pick up
Addison. When Addison sees him, he runs up to him shouting, ‘Uncle Andrew! Uncle Andrew’!”
The man picks him up and gives him a big hug.
In this situation, what would you do and why? Explain all the steps you would take in this situation.

I would have to investigate if this person is related in the enrolment form, and ask to show me the
identification, explain that the childcare has these policies and in case it is not in the enrolment form,
call the parents.
Childcare service enrolment forms should therefore require detailed written information about each
person authorised to collect a child, including the person’s full name, residential address, telephone
number and relationship to the child. Childcare service providers should use a verification procedure,
such as a driver’s licence check, to ensure only authorised persons are permitted to collect a child. If
an unauthorised person presents to collect a child, the child’s parent (or if a parent is unavailable, an
authorised person) should be immediately informed and authorisation for that person to collect the
child obtained if appropriate.
Good
CASE STUDY 2
CASE STUDY - HARRY’S HAT

Harry’s service has a policy that all children must wear wide-brimmed hats when playing outside.
It was Harry’s birthday yesterday and his father gave him a New York Yankees baseball cap, which
he brought him back from his business trip to the USA.
Harry arrives proudly wearing his cap. He tells you all about the New York Yankees and his favorite
players.
When it comes time for outside play he refuses to replace his cap with his wide-brimmed hat.
What could you do so Harry is suitably dressed for outside play, but still respect his feelings? Suggest
two options.
I would try to do indoor activities and he can play with his cap. Maybe we can ask him what
kind of activities he would like to play outside with his friends. So then we can join him to
the group.
O I would talk with him very kindly trying to negotiate with him and suggest play outside if
he wears a double cap. Sunscreen is also indispensable.
How we can negotiate a problem, so Harry can join his friends in outdoor play?
CASE STUDY 3
CASE STUDY - REBECCA IS UNWELL
Rebecca has been unwell with stomach pains and several bouts of diarrhea. She has vomited over
herself and on the bathroom floor.
Rebecca’s mother has been contacted but she cannot get to the service to pick her up for another
hour. There is no one else to pick her up in the meantime.
Rebecca is the third child to show these symptoms – two children have stayed at home today with
nausea and diarrhea.
a) What are three things that must be done while helping Rebecca to get cleaned up and
comfortable to minimise the spread of infection?

Takes Rebecca away from the other children, wearing protection clothes, clean the child.
b) What are three things that educators must ensure with the other children in the service to
prevent spread of infection?
Clean and desinfected the area, clean the vomit, take care of your personal, use gloves
c) What should the service advise families to do to minimise the spread of infection in the service?
Suggest at least three things.
The parents can check if the children present the symptom, advise to the parents not send the child to
the childcare until their recovered, informed other parents that other children were infected.
d) It has been confirmed by Rebecca’s doctor that she has viral gastroenteritis. Look up the NHMRC
Guidelines Staying Healthy – Preventing infectious diseases in early childhood education and
care services to find out when Rebecca may come back to the service.
Rebecca should have 48 hours without symptoms to back to the centre, other way to prevent be
infected is wash your hands often.
Good
CASE STUDY 4
CASE STUDY - PETER AMAD HURST HIS HAND

Today Peter Amad, who is three years old, is playing outside and cuts himself on a piece of
broken glass that he finds hidden under the trees. You and Cathy (another educator) witness the
injury.
The cut is to his right hand on the palm. The cut is quite superficial and is bleeding a little.
Cathy cleans and disinfects the cut and puts on a band aid. You remove the glass and check the
outdoor area to make sure there are no more hazards.
Complete the following incident, injury and trauma record below. Some information has been
completed for you already.
INCIDENT, INJURY, TRAUMA RECORD
Surname: Amad Given name: Peter
Date of birth: 1 March 20XX Age: 3
Room: Blue
Incident/injury/trauma details
Circumstances leading to the incident/injury/trauma:

Someone has left a broken glass outside in the garden.
Products or structures involved:

Piece of broken glass/ right hand on the palm

Location:
Time 10.00 am/pm Date: Today’s date: 03 december/2018

Name of witness:
Cathy Biggles
Witness signature: Date: Today’s date:03 december/2018
Cathy Biggles
Nature of injury: Show what part of the body is involved by drawing a

red circle.
Tick the type of injury.
¨ Abrasion, scrape
¨ Bite
¨ Broken bone/fracture
¨ Bruise
¨ Burn
¨ Concussion
¨ Cut
¨ Rash
¨ Sprain
¨ Swelling
¨ Other (please specify)
Details of action taken, including first aid and administration of medication.
Medical person contacted: Yes/No
If yes provide details: The cut is to his right hand on the palm. The cut is quite superficial and is
bleeding a little. Cathy cleans and disinfects the cut and puts on a band aid. No medication
Recommendations to prevent similar incident happening again (if applicable):

You remove the glass and check the outdoor area to make sure there are no more hazards.
Details of person completing this record:

Name: Andrea Florez Signature: Andrea FLorez
Time record was made: 1 am/pm Date record made: 03 / 12

/2018
Notifications
Parent/guardian: Jose perez Time 1 am/pm Date: 03 / 12
/
Director/Manager: Time 1 am/pm Date: 03 / 12

/
Regulatory authority (if applicable): Time am/pm Date: / /
Source: Adapted from ACECQA Incident, injury, trauma and illness record
http://files.acecqa.gov.au/files/Templates/1-Incident,%20injury,%20trauma%20and
%20illness%20record%20word%20version.pdf

MODULE 4:
WORKING WITH CHILDREN AT RISK

Students are to complete all questions related to unit CHCPRT001 Identify and respond to children
and young people.
PART A WRITTEN QUESTIONS
QUESTION 1
n)Standard 4.2 of the National Quality Standard requires that ‘Management, educators
and staff are collaborative, respectful and ethical’.
o)The Early Childhood Australia Code of Ethics, list ten values that are important to
ethical decision making. These include:
1. Respect
2. Democracy
3. Honesty
4. Integrity
5. Justice
6. Courage
7. Inclusivity
8. Social responsiveness
9. Cultural responsiveness
10. Education.
p)
q)Choose two of these values and explain how they can help educators to make good
ethical decisions. Sample headings given below
r)
s)Value t)Good ethical decision making

u)Respect v)Respectful, responsive and reciprocal relationships
are central to children’s education and care. This
value can help the educators to know that children
are capable learnes by including their perspectives
in teaching , learning and assessment. Through a
widening network of secure relationships, children
develop confidence and feel respected and valued.
They become increasingly able to recognise and
respect the feelings of others and to interact
positively with them. Educators who give priority to
nurturing relationships and providing children with
consistent emotional support can assist children to
develop the skills and understandings they need to
interact positively with others.

w)
x) Democracy y)Democracy is based upon a belief that children have
the right to equity in their educational experiences.
To honour this right, those who implement this
educational philosophy use democratic values and
practices to democratise the process and content of
education. Democratic practice in early childhood
education and care must operate at several levels:
not just the institutional that is, the nursery or
preschool, but also at national or federal, regional
and local levels. Educators and childcare centres
can, for example, be thought of as places, first and
foremost, for technical practice: places where
society can apply powerful human technologies to
children to produce predetermined outcomes.
Insufficient.
What you have stated is correct, but I need you to in your own words explain how these values
assist educators in making appropriate decision.
QUESTION 2
What is the relevant legislation in your state or territory that applies to child abuse?
Child protection is an area of public law where authorities may intervene in family settings because of
an allegation of harm or significant risk of harm to a child .
The name of the legislation is Child Protection and Education Legislation (Reporting of

Abuse). Children, Youth and Families Act 2005 (Vic.)
Ref: https://aifs.gov.au/cfca/publications/australian-child-protection-legislation
What exactly is the name of the legislation?
QUESTION 3
z)Provide an explanation, three indicators and an example for each of the following
forms of abuse. Sample headings given below

aa)T bb)Explanation cc)Indicators dd)Examp

le
ee)E ff)Any act by a gg)Symptoms kk)-
person having depression, anxiety Insulti
the care of a of aggression. ng
child that hh)Severe symptoms of
results in the self-destructive ll)-
child behaviour – self
suffering any threate
harming.
kind of ning
significant ii)When at play,
emotional behavior may violenc
model or copy
deprivation or
negative behavior e (even
trauma.
and language used
at home. withou
jj)saying they hate a t

Physical
parent carryin
g out
Bruises and welts, fractures, burns threats)
and scalds, abdominal injuries,
Using physical force to
head or brain injuries, human mm)-
deliberately hurt a child.
bites marks, Lacerations and
abrasions to the head, face and withho
Sexual abuse mouth.
lding
love,
Inappropriate interest in or support

Sexual abuse of a child is any knowledge of sexual acts. , or
sexual act between an adult Seductiveness.
and a child, including guidan
penetration, intercourse, Avoidance of things related to
incest, rape, oral sex, and sexuality, or rejection of own ce
Sodom. genitals or body.
Either overcompliance or
Neglected excessive aggression.
Beating, slapping, or
Fear of a particular person or
hitting.
family member.
Pushing, shaking,
kicking, or throwing.
Child neglect is a very Clothing unsuited to the weather.
common type of child abuse. Pinching, biting,
According to Child Welfare Being dirty or unbathed. choking, or hair-
Information Gateway, more Extreme hunger. pulling.
children suffer from neglect Apparent lack of supervision. Burning with
than from physical and sexual cigarettes, scalding
abuse combined. water, or other hot
objects.
Severe physical
punishment.
Fondling - Touching or
kissing a child's
genitals, making a child

Your answer is evidence of your understanding and sensitivity of potential
consequence of child abuse.
QUESTION 4
nn)In the following table provide a brief comment (30 to 50 words) on how age,
disability, gender and culture may increase the risk of harm.
oo)
pp) qq)Reason for increased risk of harm
rr)Young age ss)They are more physically vulnerable than adults.
Example, very young children often spend the
majority of their time being cared for in
domestic settings.
tt)Disability uu)Children with particular needs, such as those with
physical or intellectual disabilities or behavioural
difficulties are more likely than other children to
come into contact with organisations such as out-
of-home care providers, thus increasing their
potential exposure to perpetrators of child abuse.
vv)Gender ww)As with age, gender influences the type of
maltreatment children are likely to experience.
Potential reasons can be linked to stereotypes
and expectations of gendered behaviour,
however, even these suggested links raise
questions regarding patterns of abuse.
xx)Culture yy)Negative social and structural conditions also
potentially contribute specifically to child sexual
abuse in a much more concrete sense as
perpetrators exploit over-crowded living and
sleeping conditions.
Confident rationale
QUESTION 5
zz)What is meant by ‘trauma-informed care’? An organisational system for identifying
and responding to a person who has suffered trauma.
aaa)Tick the correct answer.
¨ Care that should be provided to a staff member when they have witnessed a traumatic incident.
¨ Reporting of situations where child abuse is known to have occurred.
¨ An organisational system for identifying and responding to a person who has suffered trauma.
¨ Hospital and/or nursing treatment for a child who has had a traumatic experience.
Correct.
QUESTION 6

 Child Development and Trauma Guide.
There are identified risk factors that can contribute to poor outcomes for children including abuse
or neglect.
a) What risk factors can negatively impact on children and families.
- Poverty
- Family violence, current or past
- Mental health issue or disorder, current or past (including self-harm and suicide attempts)
- Alcohol/substance abuse, current or past, addictive behaviours
- Disability or complex medical needs eg. intellectual or physical disability acquired brain
injury.
- Newborn, prematurity, low birth weight, chemically dependent, foetal alcohol syndrome,
feeding/ sleeping/settling difficulties.
- Developmental delay.
b) What parent risk factors can negatively impact on children.
- Parent/carer under 20 years or under 20 years at birth of first child

- Lack of willingness or ability to prioritise child’s needs above own
- Rejection or scapegoating of child
- Harsh, inconsistent discipline, neglect or abuse
- Inadequate supervision of child or emotional enmeshment
- Single parenting/multiple partners
- Inadequate antenatal care or alcohol/substance abuse during pregnancy
Your answer should have at least 5 points raised in each question

Sufficiently addressed
Question 7
List the ten points in The Blue Bay Model Policy relating to how to record information in an exact
and non-judgmental manner.
 Document and Record the information

- as soon as possible in your own hand writing

- if mistakes are made simply cross them out and initial ( do not write multiple drafts)
- Document facts only (avoid opinions/judgement)
- include date, time, circumstance
- what you see
- what you hear
- exactly what the child says (do not rephrase or replace any words such as slang or
swearing)
- describe any gestures or sound effects made by the child
- describe the size (eg size of a 10 cent piece), shape (eg round, elongated), colour
(purple, red, yellow etc) and location on the body of any injury such as bruises, marks,
burns
- Sign and date your documentation
 Hand your report to the Director – if not available hand your report to your supervisor
 The report must be filed in a secure location
Ref: The blue Bay Model Policy
Good
Question 8
To complete this task, refer to your reading:
 What are the causes of child abuse?
Causes of child abuse can include:
 isolation and lack of support — no family members, friends, partners or community support
to help with the demands of parenting
 stress — financial pressures, job worries, medical problems or caring for a family member
with a disability
 unrealistic expectations — a lack of understanding about a child’s developmental stages and
behavior
 intellectual disability or mental illness — parents may be unable to adequately care for their
child
 lack of parenting skills — parents may not know how to care for their child or may believe it
is acceptable to use excessive physical force to discipline or punish a child
 drug, alcohol or gambling problems — addiction or substance abuse may affect a parent’s
ability to meet their child’s needs
 low self-confidence — parents may doubt their ability to meet their child’s needs and find it
hard asking for help
 past childhood experiences — parents may have experienced abuse as a child in their own
families, which could have caused them to develop an insecure attachment style
 mental health problems.

a) After reading the above what do you think are the most common causes and why do you
think it happens?
Child abuse is a complex phenomenon with multiple causes. Understanding the causes of
abuse is crucial to addressing the problem of child abuse Parents who physically abuse their
spouses are more likely than others to physically abuse their children.
However, it is impossible to know whether marital strife is a cause of child abuse, or if
both the marital strife and the abuse are caused by tendencies in the abuser. Substance
abuse can be a major contributing factor to child abuse. Some studies found that
parents with documented substance abuse, most commonly alcohol, cocaine, and heroin,
were much more likely to mistreat their children, and were also much more likely to reject
court-ordered services and treatments. Another cases of child maltreatment involved
parents with substance abuse problems, relationships between alcohol and physical abuse,
and between cocaine and sexual abuse. Unemployment and financial
difficulties are associated with increased rates of child abuse.
b) List the characteristics of people who abuse children. Why do you think this happens?
Social difficulties, impulsive behaviour, underachievement, mental illness, abuse
themselves.
c) What community attitudes may encourage child abuse? Why do you think this happens?
Certain community attitudes may encourage child abuse, these include: acceptance of the
use of violence and force, acceptance of physical punishment of children, acceptance of
parent’s “ownership” of children and their right to treat children as they see fit, racism,
inequality between men and woman, culture tradition, unrealistic expectations, traditional
believes. I think that this can happen because they are people who haven’t been properly
educated, ignorance, poverty, they haven’t family values.
Your answer is evidence of your awareness of range of influences that cause child abuse
In the above questions cover at least 5 main reasons

CASE STUDY 1: (NSW) SIMULATED CASE STUDY – POPPY
It is 8:45am and Hilla, a Trainee, is changing Poppy’s nappy. Poppy (15 months) is quite big
for her age but tends to be rather clumsy. She often falls over as she prefers to run rather
than walk! Poppy doesn’t like to have her nappy changed and tends to squirm around on
the change table making change time a real challenge!
Hilla is concerned when she sees that Poppy has what looks like four finger print bruises on
the back of her upper thighs and a single small circular bruise, bluish in colour, on the front
of each thigh. The largest bruise is about the size of a 5 cent piece. The other bruises are
smaller in size. On closer examination Hilla also finds that Poppy has what looks like similar

older finger print bruising on the inside of her upper arms which is yellowish in colour.
Poppy’s mother has not been well for quite some time and the family are struggling
financially because Poppy’s father was made redundant and has been unable to find work.
There are two older brothers in the family. On reflection Hilla has noticed that both Mum
and Dad have been rather tense and quite abrupt with Poppy. Yesterday Poppy was crying
when she arrived with Dad. He commented that Poppy was ‘Being a pain’.
Hilla finds it hard to think that the injuries to Poppy were made by her parents. Hilla knows
that Mum and Dad adore Poppy. Perhaps Poppy bumped herself? After all, she is rather clumsy
INSTRUCTIONS:
Before starting this assessment read the Child Protection policy provided on page 47 of this booklet.
Use this policy to guide your answers to the case studies.
a) What legislation covers the protection of children against abuse in your state?
Children, Youth and Families  Adoption Act 1984 (Vic.)

Act 2005 (Vic.)
 Child Employment Act 2003 (Vic.)
 Child Wellbeing and Safety Act 2005 (Vic.)
 Children and Justice Legislation Amendment (Youth

Justice Reform) Act 2017 (Vic.)
 Commission for Children and Young People Act

2012 (Vic.)
 Family Violence Protection Act 2008 (Vic.)
 Sex Offenders Registration Act 2004 (Vic.)
 Working with Children Act 2005 (Vic.)
Ref: https://aifs.gov.au/cfca/publications/australian-child-protection-legislation
b) Under the Act for your state, list four job roles that are required to be mandatory
reporters.
Teachers registered to teach or who have permission to teach pursuant to the Education

and Training Reform Act 2006 (Vic), Principals of government and non-government
schools, registered medical practitioners, nurses and all members of the police force

c) What could happen if you do not exercise your duty of care in this case?
A person who has a duty of care in respect of a child who intentionally fails to take action
that has resulted, or appears likely to result, in the child’s physical development or health
being significantly harmed is guilty of an offence and liable to a penalty of not more than
50 penalty units or to imprisonment for a term of not more than 12 months.
Ref: www.legislation.vic.gov.au
QUESTION 2
List four indicators in this case study that suggest that Poppy is at risk.
- 4 finger print bruises on the back of her upper thighs.
- Single small circular bruise, bluish in colour on the front of each thigh.
-Older finger print bruising on the inside of her upper arms which is yellowish in colour.
- Largest bruise is about the size of a 5-cent piece. The other bruises are smaller size.
Correct.
QUESTION 3
As an educator, what are your responsibilities in this situation?
I must remain calm and talk to Poppy asking open ended questions to find out more about her
injuries. I must record all the findings for reference and report the situation to my supervisor or
centre manager on the course of action.
Correct.
QUESTION 4
Where can you find information from inside and outside the workplace about how to deal with
suspicion of child abuse?
More information can be found in the policy of the child care centre in relation to child abuse and
information is also available online.
www.betterhealth.vic.gov.au
Acceptable
QUESTION 5
a) What guidance does a code of ethics (for example, the Early Childhood Australia Code of
Ethics) give in relation to this case?

In this situation we have to follow

This Code of Ethics is an aspirational framework for reflection about the ethical responsalilities
of childhood professionals who work with, or on behalf, of children and their families.
The core principles in this Code of Ethics are based on the fundamental and prized values of the
profession. They act to guide decision making in relation to ethical responsibilities. These core
principles require a commitment to respect and maintain the rights and dignity of children,
families, colleagues and communities.
1. To assist in making clear what is important among conflicting workplace demands
2. To specify core values, beliefs and practices that are fundamental to early childhood care
3. To ensure quality service by identifying what cannot be compromised
4 To educate the community about standards of a good practice
We need guidance related to the Poppy’s situation.
b) Do you think this guidance incorporates the human rights of children? Explain your answer,
referring to the United Nations Convention on the Rights of the Child and the Universal Declaration
of Human Rights.
In my opinion yes, this guidance incorporates human rights of children. The CRC incorporates the
whole spectrum of human rights - civil, political, economic, social and cultural - and sets out the
specific ways these rights should be ensured for children and young people. The CRC recognises that
children have the same human rights as adults, while also needing special protection due to their
vulnerability.
Some of the guiding principles in the CRC are
 respect for the best interests of the child as a primary consideration

 the right to survival and development
 the right of all children to express their views freely on all matters affecting them
 the right of all children to enjoy all the rights of the CRC without discrimination of any
kind.
Good
QUESTION 6
You decide that you will report this to your supervisor. When should you do this and what would you
do if your supervisor was not available?
I must immediately complete the report and inform my supervisor. If my supervisor is not available, I
must look for the next person in charge or contact the director of the centre.
Good

CASE STUDY - 2 JULIA
Julia is an educator in your service.

You have been friends with Julia for years – both at work and socially.
She gets on really well with all the children in the service and has been a model worker. Lately she
has been going through a break-up with her husband and she has been very touchy and losing her
temper easily with other staff.
Today you saw her lash out and smack one of the children who was displaying challenging
behaviour. It wasn’t a hard smack but the child was frightened by her behaviour and was crying.
She said sorry to the child and gave him a cuddle to try to stop him crying.
She did not know that you had seen the incident. Five minutes later you asked her if she was OK.
She said yes – just leave me alone to do my job please and left the room.
a) Given the stress that Julia has been under and her past reputation as a ‘model worker’, is her
behaviour excusable? Discuss this in terms of Julia’s legislative responsibilities.
No matter what the duty and responsibility of every educator is to protect and keep the children
safe. Julia’s act is not acceptable as smacking is not the right way to punish a child because it can
make the child to withdrawn. Also, can damage the educator-child relationship.
b) You have been a good friend of Julia’s for years. What are three possible ethical dilemmas in this
case?
- Fearing to speak to my supervisor, fearing it will upset Julia’s feeling and it will have a
negative impact on both personal and work relationship.
- Confront her and risk jeopardizing the friendship.
- Although Julia did is wrong, I might be hesitant to confront her fearing it will jeopardise the
friendship.
c) How would you personally deal with these three ethical dilemmas, within the requirements of an
educator’s role?
I must be fair and put personal preference aside and I must be brave to stand up for what is right
and speak to Julia and tell her that are other ways to punish a child. She must be able to conform her
emotions and not show her personal frustration on the child.
d) Where could you obtain support if you were having trouble resolving these ethical dilemmas?
Suggest three sources of support.
I can get support from the co-workers, supervisor and centre manager.
e) As an educator, what action would you take to make sure you comply with organisational policies
and procedures?
The action that I would taked in this situation, That I would do in this situation is provide immediate
support and comfort and to assist in protecting the child from the abuse. It is also a chance to help
the child connect to professional services that can keep them safe, provide support and facilitate
their recovery from trauma. Disclosure is about seeking support and your response can have a
great impact on the child or young person's ability to seek further help and recover from the
trauma. And I would follow all procedures to proctect the child even if Julia is my friend,
ethically the children are first.

 Recruitment:
It is essential that staff are recruited who will work diligently, safely, and in the best interest of the
children in the Centre. To assist us to recruit the right staff, and to follow correct procedures the
following will occur:
– All staff members will have a current Working with Children Check prior to recruitment.
– Every staff member will have a current police check.
– On recruitment all staff will attend an in-depth induction process which will include training
in Child Protection procedures.
If I was in Julia’s situation, I would have punish???? to the child in a different way , if the child has
done something wrong, if the child didn’t make any mistakes and I was feeling frustrated due to
personal reason, I would have asked for a short break to bring myself together.
Please readdress the part of the question related to PUNISHING children.
Otherwise ,your answers in this Case study are evidence of your appropriate ethical
judgements and reasoning towards this situation.
CHILD PROTECTION POLICY

HAPPYVILLE CHILD CARE CENTRE
Scope
This policy applies to all employees of the Happyville Child Care Centre as well as
parents/guardians, children, volunteer workers, students and visitors to the service
Policy
The Happyville Child Care Centre is committed to providing a safe environment for children and to
protect children from harm.
The best interests of the child will always be foremost in our thoughts and actions.
All children will be treated with respect and understanding and will be nurtured and supported to:
 Feel safe and secure
 Be listened to
 Have input to decisions that are made about them
 Have their best interests upheld.
To keep children safe the Centre will make sure that all staff:
 Are trained to recognise and respond to child abuse
 Know how to access support services
 Understand the risk management process
 Correctly handle complaints and disclosures
 Uphold the rights of children and their families.
Under relevant state/territory legislation, the Centre is required to ensure that all allegations or
disclosures of child abuse are appropriately addressed.
These procedures provide a framework for the protection of children and to guide staff who may
need to report allegations of child abuse.
Procedures

 Recruitment:
It is essential that staff are recruited who will work diligently, safely, and in the best interest of
the children in the Centre. To assist us to recruit the right staff, and to follow correct
procedures the following will occur:
– All staff members will have a current Working with Children Check prior to recruitment.
– Every staff member will have a current police check.
– On recruitment all staff will attend an in-depth induction process which will include
training in Child Protection procedures.
 Allegations against staff members
Any allegations about staff members must be advised to the supervisor who will arrange with
the Centre Manager to report the matter to Child Protection Authority or Police if required.
When an allegation has been made against a staff member, consideration must be made about
the risk to children of this person continuing to work during investigation of the allegations.
Legal advice may be sought with a view to the possible stand-down of the staff member –
either with, or without pay.
At the least, the staff member will need to work under supervision at all times pending the
outcomes of the investigation.
Allegations against people outside the Centre environment
Where a staff member has a reasonable belief that a child has experienced, or is at risk of,
abuse or neglect they must immediately inform their supervisor. The supervisor will then
confer with the Centre Manager to make a report to the Child Protection Authority. In cases
of urgency the Police must be contacted immediately.
 Reporting of information
A staff member who has a reasonable belief that a child is subject to abuse or neglect will
write a report that contains the following information:
– Child’s name, address and date of birth
– Reasons for concern. Report facts only.
– Family circumstances
– Record of the staff members observations. For example, bruising, child’s demeanour,
reaction of parent and so on
– Record of conversation of disclosure. For example, Jimmy said that… I asked him… I told
him I would…
– Assessment of risk of harm to child now.
– Current location of the child
– Information of any known history of abuse
– Any other relevant information.
The staff member will write the report in a way that is non-judgemental, factual and
professionally written. The report may be required for a court process at a later date.
What is ‘reasonable grounds of suspicion of harm’?
Reasonable grounds for suspicion of harm is:
 A child tells you that they have been harmed.
 Someone else tells you that the child has been harmed
 The behaviour of the child changes significantly
 The child has suspicious injuries that cannot be satisfactorily explained.
 The harm is witnessed
What to do if a child makes a disclosure

 Find a private area where you can talk privately with the child
 Listen to what they have to say.
 Believe what they say
 Comfort the child and let them know that it is NOT their fault.
 Tell them they have done the right thing by telling someone what has happened.
 Do not tell the child that you will keep it a secret for them – but let them know that they will
be protected from harm.
 Use open ended questions and do not try to lead the child’s answers.
 Only ask for enough information to find out whether there is a suspicion of risk – do not pry
into the details of the abuse as this could cause stress to the child and could cause problems
during any court process.
 Tell the child that you will need to talk to someone else (supervisor) so that the child can be
helped.
 Support the child to make decisions about their own safety.
 Take notes if you need to.
 Write a report detailing all information.
 Report to your supervisor immediately.
What is abuse and how is it recognised?
Abuse may be:
 Physical
 Sexual
 Emotional
 Neglect
Descriptions of the nature and indicators of each type of abuse can be found on the Victorian
Department of Human Services and Health website at
 http://www.dhs.vic.gov.au/for-individuals/children,-families-and-young-people/child-
protection/about-child-abuse/what-is-child-abuse. And http://www.dhs.vic.gov.au/for-
individuals/children,-families-and-young-people/child-protection/about-child-abuse/what-is-
child-abuse/how-can-abuse-and-neglect-be-recognised
This assessment is for NSW Students. Trainers in Queensland and Western Australia campuses
will discuss their State requirements with students.
CASE STUDY 3:- JUSTIN
Justin is a four-year old child who has been at your service for some time. He had a history of
abuse some time ago which the child protection agency became involved in as the mother’s
boyfriend was violent with him.
An intervention order was put on the boyfriend and he left town.
Justin settled down well after the boyfriend left and all has been well until a week ago when Justin
seemed very quiet and withdrawn. When asked if he was okay, he said yes but wouldn’t say
anymore.
Today when his mother came to pick him up, he didn’t want to go home and said he didn’t like it
with Paul back. His mother noticed that you had heard what Justin had said and knew that you
were aware of Paul’s history.
She said, ‘I don’t want you to tell anyone about this – this is private information that you shouldn’t

have heard. Paul is being nice to Justin – he knows he has to or I won’t let him stay. He is only
here for a week because he has just got a new job here and he has nowhere else to stay till he
gets himself sorted. He is finally sorting himself out – he has stopped drinking and wants a new
start.’
She picked Justin up, who was still crying, and left the service.
With reference to the Happyville Child Protection Policy, on page 47 of your assessment kit, what
should you do?
What to do if a child makes a disclosure
 Find a private area where you can talk privately with the child
 Listen to what they have to say.
 Believe what they say
 Comfort the child and let them know that it is NOT their fault.
 Tell them they have done the right thing by telling someone what has happened.
 Do not tell the child that you will keep it a secret for them – but let them know that they will be
protected from harm.
 Use open ended questions and do not try to lead the child’s answers.
 Only ask for enough information to find out whether there is a suspicion of risk – do not pry into
the details of the abuse as this could cause stress to the child and could cause problems during
any court process.
 Tell the child that you will need to talk to someone else (supervisor) so that the child can be
helped.
 Support the child to make decisions about their own safety.
 Take notes if you need to.
 Write a report detailing all information.
 Report to your supervisor immediately.
 Follow the Happyville Child Protection Policy documentation requirements and record your
concerns about Justin.we need to do reporting of information
A staff member who has a reasonable belief that a child is subject to abuse or neglect will write a
report that contains the following information:
– Child’s name, address and date of birth
– Reasons for concern. Report facts only.
– Family circumstances
– Record of the staff members observations. For example, bruising, child’s demeanour,
reaction of parent and so on
– Record of conversation of disclosure. For example, Jimmy said that… I asked him… I told him
I would…
– Assessment of risk of harm to child now.
– Current location of the child
– Information of any known history of abuse
– Any other relevant information.

c)Using the information in the scenario, complete the ‘NSW Online Mandatory Reporting
Guide’ process to determine if a report for suspected risk of significant harm is
required.
Reasonable grounds for suspicion of harm is:

 A child tells you that they have been harmed.
 Someone else tells you that the child has been harmed
 The behaviour of the child changes significantly
 The child has suspicious injuries that cannot be satisfactorily explained.
 The harm is witnessed
Responsibly covered
To complete this online task, go to the Keep Them Safe Website, and follow the directions
indicated below.
NSW Keep Them Safe: NSW Online Mandatory Reporting Guide
1. Follow the link http://www.keepthemsafe.nsw.gov.au/ to the online mandatory
reporting guide.
2. Select the decision tree that most closely matches the concern(s) you have.
3. Using the information from the scenario, complete the mandatory reporting guide
Generate the final decision report and use this information to answer the questions below
a) What was the final decision?
b) What are you instructed to do next?
REPORT OF SUSPECTED ABUSE
TASK SUMMARY:
You are required to write a report detailing the facts relating to suspected abuse of Justin Case Study
3.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Template (provided)
 Child protection policy (refer to the Child Protection policy provided in Assessment Task 2).

INSTRUCTIONS:
Write a full and detailed report using the template provided.
The report must:
 Be an accurate account of disclosures by Justin, previous history of the situation and
observations that have been made.
 Include all the information as specified in the Child Protection policy.
 Be professionally written so that it could be used to provide information to child protection, the
police, and the court process.
 Be written in a non-judgmental manner.
REPORT OF SUSPECTED CHILD ABUSE

Child’s name: Justin Marks
Date of birth: 01/04/2012 (Age 4)
Address: 23 The Avenue, HAPPYVILLE, VIC, 3222
Reasons for concern: He had a history of abuse , the mother’s boyfriend was involved was
violent with him. Mother is trying to hide the situation.
What are the family Mother’s boyfriend is involved in case of violence against the child. An
circumstances? intervention order was put on the boyfriend and he left town.
Record of staff member Today when his mother came to pick him up, he didn’t want to go
observations. home and said he didn’t like it with Paul back. Mother try to hide the
situation.
Record of conversation His Mother noticed that I had heard what Justin said and knew that I
of disclosure aware of Paul’s history.
Assessment of risk of Is high, because he did many times before.

harm to child now.
Current location At the child care service – due to be picked up at 4pm this afternoon.
Information of any He had history of abuse and violence .
known history of abuse.
Other relevant Paul probably have addiction to alcohol. How you can be certain?
information (if
applicable)
Name of person Andrea florez
recording information
Signature: Andrea

REPORT OF SUSPECTED CHILD ABUSE

Date: (Make an estimate of when this information should be recorded –
Date of Justin’s disclosure and report to supervisor (Ian) was morning
of 4th April 2016.)
MODULE 5:
WORKING LEGALLY AND ETHICALLY & REFLECTION

This module covers two units:
Part a: CHCLEG001 Work legally and ethically
Part b: CHCPRP003 Reflect on and improve own professional practice
PART A WRITTEN QUESTIONS
QUESTION 1
What are the Australian Privacy Principles and what do they cover?
The Australian Privacy Principles cover:
 the open and transparent management of personal information including having a privacy
policy
 an individual having the option of transacting anonymously or using a pseudonym where
practicable
 the collection of solicited personal information and receipt of unsolicited personal information
including giving notice about collection
 how personal information can be used and disclosed (including overseas)
 maintaining the quality of personal information
 keeping personal information secure
 right for individuals to access and correct their personal information
are:
1. Part 1 — Consideration of personal information privacy
a. Australian Privacy Principle 1 — open and transparent management of personal
information

b. Australian Privacy Principle 2 — anonymity and pseudonymity

2. Part 2 — Collection of personal information
a. Australian Privacy Principle 3 — collection of solicited personal information
b. Australian Privacy Principle 4 — dealing with unsolicited personal information
c. Australian Privacy Principle 5 — notification of the collection of personal
information
3. Part 3 — Dealing with personal information
a. Australian Privacy Principle 6 — use or disclosure of personal information
b. Australian Privacy Principle 7 — direct marketing
c. Australian Privacy Principle 8 — cross-border disclosure of personal information
d. Australian Privacy Principle 9 — adoption, use or disclosure of government related
identifiers
4. Part 4 — Integrity of personal information
a. Australian Privacy Principle 10 — quality of personal information
b. Australian Privacy Principle 11 — security of personal information
5. Part 5 — Access to, and correction of, personal information
a. Australian Privacy Principle 12 — access to personal information
b. Australian Privacy Principle 13 — correction of personal information
6. For further information
Ref: https://www.oaic.gov.au/individuals/privacy-fact-sheets/general/privacy-fact-sheet-17-
australian-privacy-principles#part-1-consideration-of-personal-information-privacy
Acceptable
QUESTION 2
a) Provide three examples of how you would protect children’s information.
1. Kept personal files in a secure filing cabinet in a private room which
is kept locked outside of operational hours.
2. Computerize records are stored safely and secure with a password for
access.
3. Staff observations and portfolios are kept in a secure cupboard in
your child’s family room.

b) According to the Education and Care Services National Regulations, how must records be kept
that relate to an incident suffered by a child in and education and care service? In a safe and
secure place and for the relevant period set out in sub regulation.
c) Which regulation covers the requirements for storage of records? Regulation 183 storage and
records and other documents.
Good
QUESTION 3
a) What is the Universal Declaration of Human Rights? Who uses this?
The Universal Declaration of Human Rights (Universal Declaration) is an international document
that states basic rights and fundamental freedoms to which all human beings are entitled.
Their objectives are:
- To promote interdependence among countries in all areas of cooperation
by identifying country’s common strengths and opportunities which will
help reduce poverty and improve the quality of life for people whilst
developing a knowledge-based society within country and enhancing
community and people empowerment;

- To expand the trade and financial market within country and increase the
bargaining power of Asian countries in lieu of competition and, in turn,
enhances countries economic competitiveness in the global market.

- To ultimately transform the continent into community, capable of interacting with
the rest of the world on a more equal footing and contributing more positively
towards mutual peace and prosperity.
b) What is meant by ‘human needs’? Explain the basic needs of children.

Human needs: The elements required for survival and normal mental and physical health, such as
food, water, shelter, protection from environmental threats, and love.
Human Needs children
Food and shelter: Children cannot acquire their own food or sustain any reasonable shelter. The
initial responsibility of their parents or carers is this to provide a roof over their heads and food in
their stomachs.
Physical safety: Children cannot protect themselves from aggressive adults (and other, stronger,
children). They thus need others to provide physical safety, keeping them from harm and defending
them when they are threatened or attacked.
Emotional security: As their minds are developing, there is much that children do not understand and
even the most innocent situations can be deeply distressing.
Developmental needs: Beyond the basic needs, in order to become functioning members of society,
children need support in developing and learning important and useful skills.
Social skills: Children develop into people who must live and work with others. For this they need to
learn the rules of society. They need to be able to communicate their ideas and desires. They need to
persuade and change minds.
Career abilities: To become functioning adults, children need to learn all kinds of things, both at
school and outside -- many abilities that are useful in developing careers are not taught at school.
This can be very much an exploratory activity as children discover their talents and the things that
motivate them (unsurprisingly, these often overlap).
Internal skills: Children also need to learn to be happy in themselves and to cope with the difficulties
and traumas of life. They thus need to learn self-confidence and emotional maturity.

c) What is meant by ‘human rights’?
Human rights are the basic rights and freedoms that belong to every person in the world, from birth
until death. They apply regardless of where you are from, what you believe or how you choose to live
your life.
d) What framework is in place to protect the rights of children while they are in an early education
and care service?
National Quality Framework and QF
Confident rationale
QUESTION 4
What are three things you would expect to see in a code of conduct in a children’s service?
All of the above.
Look up the First Aid in the Workplace Model Code of Practice at

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/693/first-aid-in-
workplace.pdf.
What is the responsibility of workers in relation to first aid?
Tick the correct answer.
¨ To take reasonable care for their own health and safety
¨ To follow workplace procedures for first aid
¨ To report injuries and illnesses
¨ All of the above
Look up the Early Childhood Australia’s Code of Ethics at

http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics.
Under the code of ethics the ‘protection and wellbeing of children is paramount’. What does the
code say that you must do if you see unethical practice?
Tick the correct answer.
¨ Talk to your supervisor if the unethical practice is important enough.
¨ It depends on the nature of the unethical practice.

¨ Must speak out or take action.

¨ Maintain the confidentiality of the worker.
Correct.
QUESTION 5
In the following table briefly describe each of the legal and ethical considerations, their importance
in the early childhood education and care industry, and a possible consequence of a breach of each.
Importance for early
Legal and childhood education Consequence of
ethical matter Brief description and care services breach
National Quality The National Quality Give children quality Cancelation of
Framework Framework (NQF) education and care provider approval
provides a national shapes every child’s
approach to regulation, future and lays the
assessment and quality foundation for
improvement for early development and
childhood education and learning.
care and outside school
hours care services
across Australia.
National Quality The National Quality The National Quality Suspension of service
Standards Standard (NQS) sets a high Standard aims is approval
national benchmark for important because it
early childhood education promote:
and care and outside school The safety, health and
hours care services in wellbeing of children, a
Australia. focus on achieving
outcomes for children
through high-quality
educational programs.
Families understanding of
what distinguishes a
quality service.
Duty of care Duty of care is Is important because take Breaching the duty of
the responsibility or duty to reasonable care to protect care can result in
take reasonable care to those children and/or penalties and
avoid acts or omissions that young people in their care sentencing
could expose people, for and control from a
whom there is reasonably foreseeable
a responsibility, to a risk of harm.
reasonably foreseeable risk
of injury.
Work role Effectively managing An important part of Put someone at risk by

boundaries boundaries in youth peer positive discipline undertaking tasks that
support programs requires involves setting effective you aren’t skilled or
giving adequate attention limits for children's qualified to carry out
to the issue of role behaviour. Setting clear

Importance for early

Legal and childhood education Consequence of
ethical matter Brief description and care services breach
management. A role and effective limits
boundary is a clear supports children's
definition of the duties, development. Knowing
rights and limitations of that an adult is in charge
facilitators, volunteers and helps children feel safe. It
program participants. can also help to reduce
stress in family
relationships and make
parenting easier.
Hazard Health and safety risk It is important because it A hazard that is very
identification and assessment aims to identify provide a safety and likely Probability that
risk assessment and manage hazards that healthy environment for harm might happen to a
may pose a threat to the children. They help to person. to cause injury or
health, safety and welfare create awareness of harm will need
of people or the delivery of hazards and risk that can remedying before one
child care. happen to the children. that is very unlikely to do
so.
Conflict of A conflict of interest is a Can causes an employee Individual fighting for

interest set of circumstances that to experience a struggle personal goals and losing
creates a risk that between diverging sight of organizational
professional judgement or interest, opinions ect. goals , can generate a bad
actions regards a primary environment in the
interest will be unduly childcare centre.
influenced by a secondary
interest.
QUESTION 6
Harry is an educator. His next door neighbour is trying to get her child into childcare as she wants
to go back to work, however there is a desperate shortage of places. Over a drink, Harry agrees
that he will put the neighbour’s child on the top of the waiting list, and make sure he goes into his
room so he can give the child ‘special attention’.
What is the problem here?

The problem here is conflict of interest, because the behaviour adopted is not correct.
Jenny loves her job. One of the children, Lucy, gives her particular pleasure – she is a very pretty
little blonde girl and reminds Jenny of her little girl when she was little.
She starts bringing little presents in for Lucy – some pretty dresses that her granddaughter had
grown out of, some toys, and a little teddy bear.
What is the matter with this situation?

The situation here is conflict of interest, because this is not ethically correct . All children
deserve to be treated equally and don’t be discriminated.

THE MATTER IN THIS SITUATION IS PLEASURES A valuable gift under any

circumstances puts a teacher in an ethical dilemma; accept or give it and feel
obligated to treat the child differently or refuse to accept it and risk offending
the child and the parent.
CAN YOU PLEASE THINK ABOUT ETHICS IN THIS SITUATION
QUESTION 7
Think about the relationship between legal and ethical conduct in a workplace and highlight whether
the following statements are true or false.
Statement True or false (please highlight)

Sometimes unethical conduct is also unlawful TRUE FALSE
Unethical conduct may not be against the law TRUE FALSE
Unethical conduct is always unlawful TRUE FALSE
So long as conduct is within the law, then all TRUE FALSE
other conduct is OK.
Provide one example of a legal requirement:

If in a childcare centre offer me a job is a legal requirement have the working with children check.
Provide one example of an ethical requirement:

One example could be your friend has put their child into care and that child is causing issues. would
you raise these issues with your friend? well you should just because they are your friend does not
mean you can’t follow procedure.
Good Examples
QUESTION 8
What are two compulsory checks that must be made before people are able to work with children?
Police check and working with children checks.
Correct
QUESTION 9
To complete this task refer to (p. 38 - 39) of your textbook ‘The Big Picture’.
a) Define a Code of Conduct.

Maintaining privacy and confidentially in relation to children and families requires a strong
commitment to professional and ethical standards of behaviour. Regulation 168(2) requires all
services to have in a place a code of conduct policy for all staff. Typically a code of conduct
will describe the professional behaviour and standars required for a profession.
Code of Conduct encourages the highest standars of action in all teacher, in their relationships
with students, parents and colleagues, by setting out clear statements of expectation. Provides

a set of principles which will assist teachers to solve ethical dilemmas and guide them in their
everyday conduct. Provides a public statement about how those who work as a teachers will
behave and how the profession expects to be viewed and ultimately judged and also promotes
public confidence in the teaching profession.
Ref: The big picture pag 38

Can you please read the resource related to this question and expand your answer?
b) List twelve standards that an Early Childhood service may include in their Code of Conduct
for educators.
- Complying with the National Law and regulations

- Complying with the organisation’s philosophy, policies and procedures
- Adopting the principles of the Early Childhood Association Code of Ethics
- Representing the organisation in a professional way at all the times
- Acting in ways that respect differences and avoid discrimination
- Ensuring compliance with work health and safety requirements
- Resolving conflict in a professional and ethical manner
- Ensuring the workplace remains smoke and drug free
- Acting in the best interests of children at all the times
- Ensuring that employees so not use social media to discuss any matters
related to the organisation, families and children
- Respecting each child and family’s right to privacy
- Complying with the organisation’s dress code.
QUESTION 10
To complete this task refer to (p. 39 - 40) of your textbook ‘The Big Picture’ and refer to your
reading:
 Code of Ethics.
a) The ECA Code of Ethics guides practices and informs professional decision making in relation
to a number of different areas. List each area.
- In relation to Children.
- In relation to families.
- In relation to colleagues.
- In relation to community and society.
- In relation to the profession.
These are values we need areas. Think groups that we employ these values with.

b) List the six key goals of the Code of Ethics
- To assist in making clear what is important among conflicting workplace demands

- To specify core values, beliefs and practices that are fundamental to early childhood care
- To ensure quality of service by identifying what cannot be compromised
- To educate the community about standards of good practice
- To raise the status of early childhood educators by demonstrating the complexity of the
educator’s role
- To promote appreciation of cultural diversity and support the protection of the cultural
identity of children from minority groups.
Correct
QUESTION 11
To complete this task refer to (pp. 20 – 22) in your textbook ‘The Big Picture’
a) Provide two points on how policies assist educators in daily practices
- Policies Provide the support to educators make properly decisions to

benefit of children .
- Policies allow an accurate organization to everybody, families and
communities can observe how educators work and this provide a safe
environment for children.
Example:
Children Should wash their hands on arrival, before eating, after toiling or nappy change,
after playing outside, after wiping their nose and before going home.
- Refences: Providing references that relate to implementation procedures
will assist in keeping policies up to date. For example, for hand-washing
procedures, there might be a reference to the Staying Healthy publication
by the National Health and Medical Research council. This makes it clear
the procedures are based on current best practice.
- Resources: Adding a short list of resources on a specific topic or practice
can also be valuable, as it provides easy access to additional information or
background reading for those who use the policy.
-
The question is HOW POLICIES ASSISST, NOT HOW WE DEVELOP POLICIES.
b) Provide three reasons why policies must be regularly reviewed?

• All Policies in an Early Childhood Service must be regularly reviewed to ensure that they reflect
current legislation and reflect best practice.
• Polices are usually reviewed with management and staff who monitor and review the
effectiveness of the policy and where necessary revise the policy when required (if there are any
changes or modifications needed and at least every three years)

• Also, every service must have in place a Quality Improvement Plan (QIP) to document the
services commitment to continuous improvement and self-assessment against the NQS – Quality
Areas.
Correct
Section A – This part is about you?

Answers to questions (questions 1 – 8) should be approximately 50-100 words in length).
QUESTION 1
What methods can you use to reflect upon your own professional work role?
The methods that I would probably use is observing, listening, thinking deeply about the meaning of
what I have observed and heard, and using that information to inform my practice and continually
respond and reflect. Increases my awareness as a professional.
ACCEPTABLE
QUESTION 2
What factors need to be taken into account when conducting a self-evaluation and developing a
professional development and work plan?
Factors to be taken into account are :

• Self-evaluate our knowledge and skills
• Seek and reflect upon feedback from clients, supervisors and co-workers
• Provide feedback to co-workers
• Seek opportunities for supervision
• Incorporate what you have learnt into improved practice.
 Define your goals.

 Prioritize.
 Set a deadline.
 Understand your strengths.
 Recognize opportunities and threats.
 Develop new skills.
 Take action.
 Get support.
The question is What FACTORS need to be taken into account ..
QUESTION 3

Go to The VARK Questionnaire (Fleming, 2007) and complete the learning styles questionnaire. See
Understanding VARK results for information on interpreting the results
Briefly describe each of the different learning styles.
a) Based upon the results of your VARK questionnaire describe your own learning style and
what this means for your own professional development. I considered that my learning style
is Aural auditory, This perceptual mode describes a preference for information that is “heard
or spoken.” Learners who have this as their main preference report that they learn best from
lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking
things through. It help me in my professional development because is very communicative
and sensitive way to learn.
What activities are included in a self-evaluation?
• Self-evaluate our knowledge and skills

• Seek and reflect upon feedback from clients, supervisors and co-workers
• Provide feedback to co-workers
• Seek opportunities for supervision
• Incorporate what you have learnt into improved practice.
Good
QUESTION 4
Why is it important to understand the effect of values, beliefs and behaviour on your professional
practice?
Reflective practice in early childhood education has been influenced by action research, which aims
to bring about positive change in order to better respond to the needs of children and families. This
process relies on critical reflection.
Critical reflection in early childhood education can be defined as “where early childhood
professionals critique practice in light of their own assumptions about children’s learning and
development and question what beliefs and values they bring to their practice.”
Missing.
QUESTION 5
Give two examples of principles and techniques for creating a personal development plan.
Seek advice from appropriate persons on areas for skill and knowledge development, the best way to
ensure your professional development is to open to learning new ideas and techniques and to gain as
many suggestions as possible as to how things might be done. Spending time discussing this with
others. You need to identify areas of skills and knowledge that require further training and
development. As discussed the identification process can occur through the following: Job description
, Changes in work practice, performance appraisal, evaluation, feedback, self-reflection.
For example:

In a childcare service some educators might be focused on supporting the development of healthy
eating and this might mean attending a munch and move workshop. Others might want to develop
their music and dance program and attend a dance workshop for preschoolers.
Everyone is working towards providing the best education for children at the service.
Also there are some important things to consider when creating a personal development plan. Here
are 9 steps that can help you to create a good personal development plan:
1. Define your goals
2. Prioritize
3. Set a deadline
4. Understand your strengths
5. Recognize opportunities and threats
6. Develop new skills
7. Take action
8. Get support
9. Measure progress
Ref: Diapositives and class notes
Missing.
QUESTION 6
Give two examples of principles and techniques for goal setting.
- Specify what you want clearly : Example Your goal has to be clear and
specific. To get to a certain place, you first have to know where you are
headed exactly. Ex: I am going to start a Master degree in public health
this year in Harvard University.
- Your goal has to be realistic and achievable- Example:

Can you imagine yourself sitting down and saying you want a million
dollar by tomorrow without doing anything to get it? Can you imagine
yourself winning the lottery without first buying the ticket? This would be
illogical and unrealistic, despite the fact that you have specified clearly
what you want. Always make sure that your goal is realistic after your
specify your goal.
Missing.
QUESTION 7
Give two examples of principles and techniques for setting realistic time frames.

 Exactly what the goal is – is it just forming a new habit or does it involve learning a
new skill? Example : For example, say you want to learn a foreign language. If you have a
high linguistic [verbal] intelligence, you will find learning another language a lot easier
than someone who hasn’t, particularly if you already have one foreign language under
your belt or studied another language at high school.
 Is it a short, medium or long-term goal? Have you broken down your goals into mini-
goals and milestones. Ex: Fitness Goals – regardless of how fit you are, you can
achieve peak fitness in timeframes of about 3 months. You may not achieve your ideal
weightloss in the same period, but you can achieve a high level of fitness for your weight
in this time.
Missing.
Ref: https://www.achieve-goal-setting-success.com/timeframes.htm
QUESTION 8
What is meant by ‘formal’ and ‘informal’ learning? Provide an example of each kind in relation to
professional development.
Formal learning:
Refers to a type of learning program in which the goals and objectives are defined by the training
department, instructional designer, and/or instructor. Formal learning is also called structured learning
or synchronous learning.
Examples of formal learning include: classroom instruction, web-based training, remote labs, e-
learning courses, workshops, seminars, webinars, etc.
Informal Learning resulting from daily activities related to work, family or leisure. It is not organised
or structured in terms of objectives, time or learning support. Informal learning is in most cases
unintentional from the learner’s perspective. That occurs away from a structured, formal classroom
environment. Informal learning comes in many forms, including viewing videos, self-study, reading
articles, participating in forums and chat rooms, performance support, coaching sessions and games.
Informal learning is considered a form of asynchronous learning. Informal learning is a style of learning in
which the learner sets their own goals and objectives. See also formal learning. Example: we were
recently standing in line at the airport waiting to go through security. There was a family in front of us. The
father, who was holding the hand of his young son, who was about seven or eight, used the posters on the
wall of security area to teach the boy to read new words, the boy sounded out the words and they talked
about the content of the poster. This not only help to pass the time during a long wait, it was a great
example of spontaneous informal learning.
Missing.
Ref: https://www.eqavet.eu/eu-quality-assurance/glossary/informal-learning
QUESTION 9
Explain what you could do to seek support for a learning style when undertaking further training,
and what benefit this may have.
Everyone learns differently. We all have our own methods of doing things and have probably
already worked out how we learn best. But did you know that the different learning styles are

recognised separately? Over the last few decades cognitive research has revealed that there
isn’t a particularly right or wrong way to learn; we just have differing strengths and weaknesses.
A psychological theory developed by Howard Gardner in the 70s and 80s proposed the idea that
we have ‘multiple intelligences’, and critiqued the assumption that there is a single intelligence.
Gardner essentially suggested that humans have several other intellectual capacities, which
could explain why the person who sits next to you in lectures learns in a completely different
manner to you.
In my opinion, I would like to teach and support children through different styles how:
Musical
Maybe a more obvious style, people who use this approach prefer using sounds such as rhymes,
recordings or music. They might study better with music playing in the background, and they can
often be taught well by turning information into lyrics or a clever rhyme to remember things
better.
Interpersonal
Learning through this method includes interaction with others. Often taught through group
activities, seminars or other similar environments, people who learn interpersonally have an
ability to understand people and social situations.
Intrapersonal
This is the opposite of interpersonal learning; people who learn by an intrapersonal style are the
most independent learners. Preferring to work alone, they reflect on their own thoughts and are
often very intuitive and motivated. The intrapersonal approach means that you understand your
own interests and are in tune with your goals.
Linguistic
People who learn linguistically prefer using words, either in spoken or written form. They often
learn better through reading, taking part in word games, and will often use multimedia devices to
help them progress. Linguistic learners often think in words and might make up poems or stories
to help them learn and remember better.
How ever, learning styles are highly complex but it shows us how different everyone can be, and
how important it is to embrace your learning style and find the right methods that work for you. If
you are studying for important exams, or you are trying to learn new skills in your current job,
understanding your learning style could help.
I can approach to my trainer coach and try to find a different ways to learn, if it doesn’t work I can
request for another trainer. Moreover I can try to ask for support to my colleagues or do some
research to find out about a new learning style.
Ref: https://eric.ed.gov/?id=EJ550527
Missing.
QUESTION 10
What is the purpose of a performance appraisal?

The purpose of a performance appraisal system is to evaluate how well an employee performs her job
duties and tasks, her supervisory and leadership capabilities and other soft skills, and how well she
manages workplace relationships and conflict resolution.
The process needs to be positive, with feedback and opportunities to improve.
It should break down barriers and allow for open discussion of performance.
• To undertake a performance appraisal workers and organizations need the following: Job
description that identifies roles and responsibilities
• The organization’s work plan that identifies annual goals and outcomes.
• Standards of performance
• Observation and feedback on the workers performance.
Missing.
QUESTION 11
Outline two key techniques and principles for measuring performance and how they can improve an
employee’s work practices?
A part of improved practice is professional development, including:
 Maintaining and developing further our own skills and knowledge
 Being open to learning new ideas and techniques
 Sharing workplace information with others
 Further study
 Attending workshops and conferences
 Belonging to an association
Ref: Powerpoint in class.
Missing.
Question 12
Personal development plan
TASK:
The aim of creating a personal development plan is to document a process of self-analysis, personal
reflection and honest appraisal of your strengths and challenges.
Objective:
To demonstrate that you can:

 Undertake a structured process to reflect on and improve own practice

 Create a Personal Development Plan that includes:
o Goals
o Timeframes
o Ways of measuring progress
Instructions:
Creating your personal development plan (PDP) has three stages, as follows:
 Stage 1: Personal Analysis
The first stage is designed to analyse your strengths and challenges. You need to include
your SWOT analysis here.
 Stage 2: Identify VIA strengths survey
Identify and write down your top five strengths and how you can use these strengths within
community services.
I am persistent, positive, determined, good worker, focused on wthat I do. I would like to use
this strengths in community services, supporting different proyects, creating a good a
positive environment, helping to improve the weaknesses and reinforcing the strengths of
that community through good communication and development of programs that become
better the quality of life of this community, trying to solve all the problems that arise.
 Stage 3: Goal Setting

This involves setting new and clearly definable goals for yourself that are measurable
(SMART goals)
What I want to do ?
I want to learn all about education for children and after that start to work in a
Childcare center.
Why do you want to do it? I want to do this because I have always had great affection
for children and I am inspired to learn from them and for them, also to give the
best of me for their care and well-being. Also personally I would like to have
more knowledge to apply to the education of my children.
How are you going to do it? Actually I am doing , is a personal proyect in my life, I
want to discover myself and all my limits. I am studying this career, trying to do
my best and focuses on learn and practice. I'll finish in two years and start doing my
job.
Missing.
Section B - Children services specific
QUESTION 13
To complete this task refer to (pp. 3 – 4 & 12 – 14) of your reading:
 Victorian Early Years Learning and Development Framework: Practice Principle Guide 8
Reflective Practice.
a) How is reflective practice defined in the reading?
The Victorian Early Years Learning and development Framework , clearly acknowledges
that highly effective early child hood professionals engage in reflective practice. In the Early
Childhood development context, reflective practice is best described as a continuous process
that involves professionals analysing their practice in order to identify what drivers
children’s learning and development; as well as the impact of their own values on
understanding children’s learning and development. Reflective practice allows early
childhood professionals to develop the necessary skills, knowledge and approaches to
achieve the best outcomes for children.
b) List five ways reflective practice can help you as an early childhood professional?

- Collecting information that supports, informs, assesses and enriches

decision-making about appropriate professional practices.
- Continually develop their professional knowledge and skills to enable
them to provide the best possible learning and development opportunities
for all children.
- Promote practices that have been shown to be successful in supporting
children’s learning and development.
- Use evidence to inform planning for early childhood experiences and
practice.
- Challenge and change some practice.
c) Describe each stage of the process that occurs in each of the five stages of the Reflective
Process Cycle.
i. Collect information.
The educators working in a long day care setting were concerns about a few of
the newly enrolled toddlers and pre-schoolers whose families have recently
arrived as refugees from Pakistan. Both parents and children are finding
morning separation very difficult. The children are refusing to eat during meal
times, not engaged with experiences on offer throughout the day and do not settle
well during rest time. The strategies typically used to support children and their
families during transition periods has not been working during these
circumstances.
Question/Analyse. During a recent staff meeting, the director asked a series of questions to assist
educators reflect on their concerns for the children and families and what they could do to support
them:
 What strategies are we currently using to help children and families settle into the centre?
Why isn’t it working now? Improvements need to be made?
 What do we know about Pakistani culture?
 What child rearing practices should we be aware of?
 What do we know about these particular children and their families?
 What changes can we implement to support these families?
 Who could help us?
 What could help us?

While reflecting, discussing, analysing these questions educators pointed out that although children
and families from other diverse cultural backgrounds within the setting, none of the educators had
any experience working with refugee children and families .
ii. Plan.
Upon further discussions, the educators decided that they needed to act now
rather than wait, due to these families experiences differed from those families
already at the centre and these families wellbeing was a priority. Educators
prioritized a long and short term action plan.
iii. Act/Do.
Take action as a result on reflecting, analysing and questioning the issue on hand
 Educator’s devised the following action plan that will be used immediately to support these
families and children settle into care:
 Additional educators to be placed on the morning roster to welcome and assist children to
settle in
 Facilitate an interpreter to discuss transition concerns with the families and gather their
perspectives on why it has been difficult
 Offer meals that are familiar to the children – as parents for meal suggestions which can be
prepared or served to the children
 Adapt familiar sleeping practices with those from home within the centre
 Extend and enhance educator’s knowledge on refugees, their experiences, impact on children
and families
iv. Review. The strategies put in place had positive effects on both children and
families. The settling in process has become a lot easier since having an extra
educator available for support. The translator has been extremely helpful in
developing open communication between educators and families and enabling
parents to voice their concerns. Meal times and rest periods have also had
positive outcomes as we adapt familiarity between the centre and home.
Missing.
Ref: https://aussiechildcarenetwork.com.au/articles/childcare-
programming/reflective-practices-in-childcare

QUESTION 14
To complete this task refer to (pp.115 – 116) of your reading:
 Guide to the National Quality Standard.
NQS Element 4.2.2 states:
Professional standards – Professional standards, guide practice, interactions and relationships
What four practices might an assessor observe to find evidence of 4.2.2?
Assessors may observe:
• the nominated supervisor and staff members demonstrating a strong drive to learn more regardless
of their experience and current knowledge and skills
• educators discussing and reflecting on the needs of particular children and families
• educators, co-ordinators and staff members:
- sharing tasks and responsibilities

- offering assistance to each other
- acting promptly to support other team members in difficult situations
• the nominated supervisor, educators and co-ordinators working collaboratively to affirm and
challenge their practice through supportive relationships with their colleagues.
Ref: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-
Guide-to-NQS.pdf
Missing.
QUESTION 15
To complete this task refer to (pp. 3 – 4 & 12 – 14) of your reading:
 Victorian Early Years Learning and Development Framework: Practice Principle Guide 8
Reflective Practice.
Listed below are two types of work methods and practices which can be used to improve personal
performance. For each method/practice:
i. Explain the practice. PARTNERSHIPS WITH FAMILIES Children learn most in

their early years from those adults with whom they have the closest relationships.
- Explain how it can encourage thinking, reflection and improvement of practices.

Create a welcoming and inclusive environment where all families are encouraged to
participate in and contribute to experiences that enhance children’s learning and
development.
HIGH EXPECTATIONS FOR EVERY CHILD High expectations and

encouragement are closely linked with children’s agency and sense of capability.
Children are capable of making choices and decisions from birth.
- Explain how it can encourage thinking, reflection and improvement of practices.

Ensure that every child experiences success and is motivated to accept new
challenges through which to learn and grow.

a) Meetings.
i) Explain the practice:

During staff meetings, time spent discussing practices with all educators ensures
that reflections become a regular process. Whole meetings can be developed
specifically around reflections while others a certain amount of time can be
given within the meeting.
ii) Explain how it can encourage thinking, reflection and improvement of practices
Meetings can be split up based upon educators working with specific age groups,
room, room leaders, and assistants. It’s important that during these meetings that
there is a facilitator available who can help guide the reflective process by asking
questions for critical thinking and stimulate discussions. Discussions during
meetings should be recorded and documented.
b) Reflective practice notice board.
i) Explain the practice

Reflective notice boards can be used in the staff room, foyer, and each room for
highlighting reflective practice. Posters, quotes, questions, articles, images etc.
can all be used to promote thinking and discussion.
ii) Explain how it can encourage thinking, reflection and improvement of
practices
Each week/fortnight a question/issue/topic can be added onto the notice board

where educators can write their comments and responses too. Further discussions on this
can be supported in the staff meetings.
c) Action research.
i) Explain the practice

You can create a social media site/page for you and the educators you work
with to encourage and support one another by sharing reflections.
ii) Explain how it can encourage thinking, reflection and improvement of
practices
It’s a good way of encouraging contributions since most people enjoy using social
media sites. Blogs are also another way to create a shared learning space online.
d) Using the reading, list seven types of professional learning experiences that could be
undertaken to improve personal performance as an Early Childhood educator.

- Self-evaluation and critical reflection processes

- Experiential, action or enquiry-based learning
- Professional dialogue with colleagues, other professionals, parents, and learners
- Focused professional reading and research
- Leading or engaging in practitioner enquiry/action research
- Critical analysis of reading, learning and impact on professional practice
- Learning about aspects of the curriculum or pedagogical practice.
e) Explain how you would go about finding out about and joining an Early Childhood
professional network?
In a future, I would like to know about this kind of professional network and join it to
supporting and sharing knowledge with other Early Childhood Educators. I’ll feel empowered
to share my knowledge, experiences and skills of what we learnt throughout our time as a
student and an educator with others. I would love understanding how other educators develop
their own practices and learning about what works for them. I would like to get involved in
reflection and research forums, conferences, congress, activities, to keep myself up to date
and be able to give the best of my children.
Missing.
CASE STUDY 1
CASE STUDY - JOSHUA
Joshua’s parents are in a same sex relationship. One of the children asks Joshua why his mum
never comes to pick him up. He says, ‘I don’t have a mummy – I’m extra lucky because I have two
daddies.’
Harry and you work in Joshua’s room. Harry always seems to leave the room when he sees one of
Joshua’s parents arrive. The other day you saw him move Joshua from the dolls’ house to play
with the toy trucks.
a) Explain what you think the issue may be here. Harry doesn't believe in same-sex
relationships and is biased towards it. He believes that boys should be "boys". The issue here
is discrimination.
b) You feel uncomfortable about this situation. What information could you read that could
help you know what to do? Maybe I would read the code of conduct, inclusivity .

c) What action would you take? Suggest two

I'll need to talk to Harry about his actions and that they are noticeable. He shouldn't be
judgemental.
d) Do you think your action would be any different if you approved, or did not approve,
of Joshua’s family situation? Why/why not?
e) My opinion should be impartial, because every judging is outside the professional
role, if your judgment take the second step as action absolutely can’t interfere in
workplace.
Correct
CASE STUDY 2
CASE STUDY - JAIKA
Jaika’s parents are dismayed when they see he has a big bite mark on his face. They ask you who
bit Jaika and what was being done about it.
a) What will you do next? Why?

Attend to Jaika, If the skin is not broken, clean the wound with soap and water. Apply a cold compress and
soothe the child.
If the skin is broken:
 Let the wound bleed gently. Do not squeeze it.

 Clean the wound carefully with soap and water.
 Apply a mild antiseptic such as hydrogen peroxide.
 Inform the child’s parents (the bitten and the biter).
b) What legal responsibilities do you have to Jaika?

Provide first aid to the child who was bitten, first off you need to keep the "bite child's" name
confidential and you should never disclose this to parents. Support the child and protected.
c) What legal responsibilities do you have to the child who bit him?
I need to protect the child and kept confidentially and privacy. While this reaction is
understandable, give support for the child who has bitten, and makes sure other children are
protected.
d) Jaika’s parents decide to complain to the service about what happened. Explain how the
service should manage their complaint.
Do an investigation to understand why it happened. observation and report. Make a behaviour plan and
we can see how it is going if doesn’t work we have to change it and inform the parents.
e) The biter’s mother somehow finds out that a complaint has been made and is very angry. She
knows it was Jaika’s mother and asks you to tell her to withdraw her complaint or she will
withdraw her child from the service. You feel that this has gone too far and that it is outside your
experience to deal with this. What action will you take and why?
I would go with the director and talk to him, ask him about the person who is talking about this, investigate how
this person knows all this, if it has been an invasion of privacy or a gossip.
Good.

CASE STUDY 3
CASE STUDY - NAOMI
Naomi has been on maternity leave. Her baby is now 8 months old and Naomi is ready to return
to work at the Hillsberg Early Learning Centre.
Naomi has her child on the waiting list for the Centre but there is still a long wait until she will get
a place.
She visits the director and explains that she cannot come back to work unless her child can be
placed.
The director is worrying about being short-staffed so she fast-tracks Naomi’s application and
places her child at the front of the queue. The next vacancy in the babies’ room will be hers.
a) What is the problem in this case study?

In this case is an ethical conduct and conflict of interest
b) What should the Director have done?

The director should follow the policies and set a good example. He has failed to show his
fear of running out of staff by breaking one of the important policies.
Correct
CASE STUDY 4
answer the following questions.
CASE STUDY - BRITTANY
Scenario: Brittany (19 Years)
Brittany (19 years) is new to the service and is anxious to please. She is a little overwhelmed
by the efficiency of the other educators and worries that she will ‘not come up to scratch’.
This week Brittany has been assigned laundry duties which includes washing items from the
nursery such as bibs, spare sheets, wash cloths etc. She has also been asked to remove and
wash the cushions covers in each of the four rooms.
Brittany has never used a washing machine in her life but doesn’t want to admit this to her
supervisors. She decides it can’t be too difficult and vaguely recalls seeing different piles of
clothes on the laundry floor when her mother does the washing. She decides to sort the washing
and puts all of the face washers together, bibs, cushion covers etc. Brittany is quite pleased with
her efforts until she removes the cushion covers from the machine. The darker colours have run
into the lighter colours and now they are all an unattractive greyish brown.
a) Provide an example of how Brittany could have communicated more effectively about her
lack of experience in laundry duties?
Britany had to have been honest and ask for help from her coworkers, they also could have taught her to use the
washing machine and do the laundry.

b) List two ways Brittany’s team members could improve communication and the procedure for
the delegation of laundry duties in the future?
There should be better organization when delegating functions and be sure that the person who will do this task
is qualified to perform it. Improve the team work and communication skills.
ACCEPTABLE.
CASE STUDY 5
answer the following questions.
CASE STUDY - MATT PART 1
Matt (20 years) is an educator in the preschool room. In addition to his normal duties Matt’s
supervisor has asked him to tackle the indoor storeroom which has become quite a mess.
The supervisor suggested he could do this over several weeks but only as time permitted.
Matt, eager to please, decides he will get the job done as quickly as possible. All week Matt
has been going into the storeroom as soon as he finishes a task. At the end of the week the
supervisor pulls him aside. “Matt, I can see that you’ve been very diligent in tackling the
storeroom but I did say to do it only as time permits. You’ve hardly spent any time with the
children this week. You need to think about your priorities.”
Matt walks away feeling confused, he did get his other jobs done before going into the
storeroom. The supervisor reflects to herself that Matt, although keen, has no idea how to
manage his workload and priorities!
a) List one legal and one ethical issue from the scenario.
-LEGAL: Matt needs to learn how to manage his workload and priorities. He can ask a
coworker to take care of the children but never leave them alone, in the time that he needs to finish his work in
the office.
The supervisor should give the instruction explaining exactly what are tasks and how it should do it.
This instruction should suggest the priorities in the storeroom. Although She has know what is the
timeframe organize the storeroom .
Think about who is going to be with children when Matt is away?
-ETHICAL: Matt was eager to please others instead of acting professional and putting the children as
a priority.

CASE STUDY 6
CASE STUDY - MATT PART 2
Lindy the team leader in the preschool room meets weekly with Matt to discuss children’s
observations and planning for the following week. Lindy makes comment that materials and
equipment have been much easier to find since the storeroom has been tidied.
Matt tells Lindy that he was confused by the supervisors comment that he had not considered
his priorities as he had checked with Lindy and the team each time before going to the
storeroom that the educator child ratios were being met before he went into the storeroom, and
that he had also worked hard to get the job finished so he could find materials and equipment
related to the children’s interest for the program. Lindy suggests that Matt provide feedback to
the supervisor to let her know that he had checked ratios and suggest a clearer explanation of
what he was expected to do and in what timeframe.
Using the feedback from Matt list two changes the supervisor could make to her instructions on the
task of tidying the storeroom?
-Supervisor can tell Matt to make a check list and doing his normal duties and supervision of
children is more important than the store room.
-He can tell Matt that his normal duties are his priority and store room is secondary.
-Identify the normal duties Matt can forgot in order to complete the store room task
Correct
CASE STUDY 1
 Managing Negative Employee Reactions to Feedback
Scenario: Are you receiving?

Gita (19 years) has two months to go until she completes her Certificate 3 Traineeship. Gita has
completed all of her theory tasks and is now finalising her last workplace tasks. She has
progressed well through the course and is pleased with her results. Unfortunately, her mentor
and supervisor, Layla, has had to take unexpected sick leave and will not return to the service until

next year. Layla’s replacement, Tom (27 years) has been working in children’s services for six years
and has a Diploma. Tom is undertaking his EC teaching degree part-time. This is Tom’s first
supervisory role. Gita is very outgoing and bubbly and finds it difficult to relate to Tom who is
quiet and serious.
To finalise her workplace tasks Gita is required to complete a series of planned experiences with
the preschool group. Tom must approve Gita’s plans and observe and comment on her
experiences.
Gita is confident that her plans reflect the interests of the children and meet the diverse needs of
the group. She uses the same planning format she has been using all year and is shocked when
told by Tom that her work is unsatisfactory.
Tom: ‘Gita, these plans are not detailed enough. I can’t see what you’re trying to achieve with the
children. What are they learning? How are they being challenged? Your learning outcomes are
vague. It seems to me you just haven’t put in much thought or effort. You’ll need to do them again
and give them to me tomorrow morning for my approval. I hope you put in a better effort this
time! Do you have any questions?’
Gita is so taken aback by what Tom has said that she shakes her head. Tom walks away leaving
Gita to ponder his feedback.
a) Gita says that she is going to tell Tom his comments are unfair. She is angry and wants him
to know that Layla has never given her such negative feedback. Write two pieces of advice
you could give to her?
I would to explain Guita and advise her keep calm because she needs to talk relaxed, handling her
emotions without getting carried away by anger.
b) What advice could you give Gita about what she could now say to Tom (and how she could
say it) to address her concerns?
She should not take it personally, not get upset by it, she should be constructive and not
destructive when she talks with Tom.
c) Gita asks you if she should make any changes to her plans before talking to Tom. How would
you respond and why?
she only needs relieve stress and talk calmly and safely with Tom. Maybe this is the
opportunity to ask him what she needs to improve and then she should work on his
weaknesses.
Well Explained
CASE STUDY 2

 Code of Ethics
Read the scenario and answer the related questions, giving consideration to ethical practices.
Case Study – Late Again

Mr Smith is late collecting Jonas again – his excuse was his car would not start. The Educator
could smell alcohol on his breath. Mr Smith’s wife has recently been diagnosed with breast cancer
and is not well enough to drive. The Smiths are new to the area and have no extended family
support
a) Explain the nature of the ethical dilemma in this situation.

The ethical dilemma is that is not our responsibility to take the child back home. We are not
allow to take the child from the childcare, so we cant feel sorry for the child.
Can you please explain I am not sure what is the answer.
a) What would you do if you were the educator in this situation?
I would talk to Mr Smith and offer help to him at the same time advise him to live his life up
to support his sick wife and take care of little child. We can offer call a cab or uber,
communicate with the supervisor.
b) After responding to the situation, what questions could you ask yourself in order to reflect on
your management of the situation?
I would ask, will Mr Smith get offended? Will the conversation be effective? Mr Smith is
capable to take the kid to his home and take care about himself and his child? Can I be
compassionate, understanding, supporting? Did I complain of my duty of care ?

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Health & Safety;

Working with Children at Risk;

Working Legally and Ethically & Reflection

IVONNE ANDREA FLOREZ RANGEL

ASSESSMENT RESULT SHEET

Student’s Name IVONNE ANDREA FLOREZ RANGEL

Module 3 – HEALTH & SAFETY:

Part A: Written Questions

Part b: The health and safety of children

Part B – Case Studies

Part b: The health and safety of children

© 4Life College 2018 Page 3 of 90 486862550.docx

Module 4 – WORKING WITH CHILDREN AT RISK:

Part A: Written Questions

Part B – Case Studies

Module 5 – WORKING LEGALLY & ETHICALLY and REFLECTION:

Part A: Written Questions

© 4Life College 2018 Page 4 of 90 486862550.docx

Part B – Case Studies

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Trainer’s Overall Feedback:

CHC30113 - Certificate III in Early Childhood Education and Care

CHC50113 - Diploma of Early Childhood Education and Care

CHCECE001 Develop cultural competence

CHCDIV001 Work with diverse people

HLTWHS001 Participate in workplace health and safety

CHCECE002 Ensure the health and safety of children

CHCPRT001 Identify and respond to children and young people at risk

CHCLEG001 Work legally and ethically

CHCPRP003 Reflect on and improve own professional practice

CHCECE005 Provide care for babies and toddlers

CHCECE010 Support the holistic development of children in early childhood

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

CHCECE004 Promote and provide healthy food and drinks

© 4Life College 2018 Page 7 of 90 486862550.docx

INFORMATION RELATING TO ASSESSMENT TASKS

Plagiarism and Referencing

How to submit your assessments

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ASSESSMENT TASK 1: WRITTEN QUESTIONS

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE005 Provide care for babies and toddlers

Module 1 Working in a culturally diverse framework – Big Picture Chapter 5

© 4Life College 2018 Page 9 of 90 486862550.docx

ASSESSMENT TASK 2: CASE STUDIES

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

CHCDIV001 Work with diverse people

CHCECE005 Provide care for babies and toddlers

CHCECE010 Support the holistic development of children in early childhood

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

CHCECE004 Promote and provide healthy food and drinks

HLTWHS001 Participate in workplace health and safety

CHCPRP003 Reflect on and improve own professional practice

CHCECE002 Ensure the health and safety of children

CHCPRT001 Identify and respond to children and young people at risk

CHCLEG001 Work legally and ethically

The assessment task will demonstrate your ability to:

 Understand the topics related to the units you are studying

© 4Life College 2018 Page 10 of 90 486862550.docx