CHCECE005 - Provide care for babies and toddlers

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CHCECE005 - Provide care for babies and toddlers

This unit describes the skills and knowledge required by educators working with babies and toddlers to ensure that the children’s physical and emotional wellbeing is maintained.

This unit applies to work with babies and toddlers from birth to 24 months in a range of early education and care contexts.

1. The student has provided care to at least different three babies and toddlers of varying ages using safe and hygienic practices, including:

· assessing and responding appropriately to babies’ needs, including hunger, distress, tiredness and pain

· setting up a safe environment conducive to rest

· changing nappies

· heating breast milk and formula, preparing bottles and preparing and heating food

· cleaning equipment and utensils

· feeding babies

2. The student has developed a nurturing and securely attached relationship with at least three different babies and toddlers of varying ages, including:

· settling new babies and toddlers through observing, monitoring and appropriately interacting with them and their caregivers

· engaging in one-to-one interactions with babies and toddlers during daily routines

3. supported the learning of at least three different babies and toddlers of varying ages, including:

· responding appropriately to babies’ and toddlers’ cues and language

· initiating and modelling language with babies and toddlers

· providing stimulating environments that support skill development

· modifying the environment and interactions to support babies/toddlers changing requirements

· encouraging their attempts to gain new skills

· providing opportunities to develop self- knowledge and awareness

· contributing to their emotional and psychological well-being

4. The student has promoted safe sleep practices for babies and toddlers by

· Reaching an agreement with families on how sleep and rest will occur

· Checking that cots, bedding and equipment meet approved standards

· Implementing safe sleep practices and explore and implement quality sleeping environments

· Ensuring bedding is clean, using appropriate hygiene practices

5. The student has provided positive nappy-changing and toileting experiences to babies and toddlers by

· Changing nappies using appropriate hygiene practices

· Adapting experiences to meet the individual child’s routines

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

· Working with families to support children’s toilet learning

6. The student has promoted quality mealtime environments to babies and toddlers by

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

· Ensuring babies are fed individually

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

· Assisting in providing a supportive environment for mothers to breastfeed

· Preparing formula and other food according to recommended food safety standards

7. The student created a healthy and safe supporting environment to babies and toddlers by

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

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

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

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

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

8. The student has developed relationships with babies and toddlers by

· Providing predictable personal care routines that are rich and enjoyable

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

· Describing objects or events and talk about routine activities with babies and toddlers

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

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

· Providing babies and toddlers with many opportunities to experience relaxed and physical contact

· Responding positively to babies’ and toddlers’ exploratory behaviour

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

9. The student has developed relationships with families of babies and toddlers by

· Gathering information from the family to assist in the transition from home to care

· Assisting in the transition from home to care

· Communicate daily with families about their child

Knowledge Evidence:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

  • how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • individual patterns and routines of babies and toddlers
  • appropriate interactions with babies and toddlers, including:
  • individual differences of babies’ and toddlers’ needs for rest, and sleep/rest patterns
  • signs of stress, distress or pain in babies and toddlers
  • social development of babies and toddlers
  • dietary requirements and nutritional needs of babies and toddlers
  • food safety guidelines
  • recommendations for oral health, including restricting bottles meal times only
  • guidelines for infection control
  • safe and unsafe practices for working with babies
  • different practices and routines used by various families and their underlying cultural or personal rationale
  • emotional, physical and language development of babies and toddlers
  • attachment theory
  • Sudden Infant Death Syndrome
  • United Nations Convention on the Rights of the Child
  • brain development in babies and toddlers
  • organisational standards, policies and procedures.


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