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CACHE Level 2 Intro to Early Years Education © Hodder & Stoughton Limited CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 1.3 Support physical care routines for children Session 1 http:// fcpsweb/ProSolution/Pages/Home/Home.aspx

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Page 2: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the physical care needs of children.

AC 1.1 Describe routine physical care needs for children in relation to:• Nappy changing

AC 1.2 Explain the role of the early years practitioner during:• Nappy changing

Learning Outcomes

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Please discuss your thoughts?

Starter activity

Page 4: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the stages of child development from birth to 7 years (1.1)

Make a spider diagram about what equipment you need when changing a nappy?

• Changing mat• Cream (if the parents would like you

to use it)• Cotton wool/wipes• Small bowl warm water• Clean nappy • Nappy bag to dispose of dirty nappy• Gloves • Apron • Disinfectant and cloth

Discussion

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Early years practitioners will need to plan routines that support the physical care needs of all children.

• These routines will be tailored to meet the individual needs of the child, and will be age and stage appropriate.

• The wishes of parents/carers will be taken in to account when planning physical care routines.

• Partnership working with parents/carers is essential when meeting the physical care needs of young children.

1. Understand the physical care needs of children [1.1]

Routines

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

https://www.youtube.com/watch?v=10FbvbnqDb0

Changing a nappy

Please watch the video and ensure you are making notes

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Babies and young children should have their nappies changed at regular intervals to avoid possible nappy rash and soreness.

• A nappy should be changed immediately if a baby or young child has soiled it.

• Some babies and young children will have disposable nappies, while others will have reusable or washable nappies.

• It is important to follow the wishes of parents/carers by using the appropriate nappies.

1. Understand the physical care needs of children [1.1]

Nappy changing

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Early years practitioners must follow the policies and procedures of the setting when changing nappies.

• Practitioners must ensure they wear disposable plastic aprons and gloves when changing nappies.

• Practitioners should engage with the baby or young child to ensure the process is as pleasant as possible, and so that the child does not become distressed.

• Practitioners should make note of any abnormalities when changing a nappy and should inform the supervisor and parent/carer.

1. Understand the physical care needs of children [1.2]

Nappy changing – the role of the early years practitioner

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Create a step-by-step guide to changing a nappy, from the moment you pick up the child until you put them back down again. Include images and colour

Consider:• The wellbeing of the baby or child• How to protect yourself• How to engage with the child• What to do with the soiled nappy• How to report any worries or concerns.

1. Understand the physical care needs of children [1.1, 1.2]

Page 10: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Ensure you follow the instructions that you have written

Lets get changing

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 2

http://fcpsweb/ProSolution/Pages/Home/Home.aspx

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the physical care needs of children.

AC 1.1 Describe routine physical care needs for children in relation to:• Toilet training

AC 1.2 Explain the role of the early years practitioner during:• Toilet training

Learning Outcomes

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Please watch video and share findings

Starter

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All children are individuals, and will be ready for toilet training at different times.

• Children should never be forced to use the potty or toilet.

• Toilet training should be a relaxed experience, and young children should not feel humiliated if they have an accident.

• Young children should be offered the potty or a toilet with child’s seat at regular intervals to support them to control their bladder and bowel.

1. Understand the physical care needs of children [1.1]

Toilet training

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

In pairs discuss your experiences of toilet training young children in the setting or in a home environment.

Consider:• Knowing when the child is ready to start toilet training• How to deal with ‘accidents’• Praise and encouragement• Partnership with parents/carers.

1. Understand the physical care needs of children [1.1, 1.2]

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Please work in a pair or as an individual and research

activities that could support children with toilet

training, one for in the home and for the setting.

Research

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Early years practitioners will need to follow the policies and procedures of the setting when supporting a child through toilet training.

• A young child may have a particular word or sign that indicates they need the potty, and a practitioner should be fully aware of this.

• A potty or toilet seat should be readily available, as when a young child wants to go to the toilet they will find it difficult to ‘hold it’ while you sort the potty out.

• It is important to follow the wishes of parents/carers, and to keep them fully informed of toilet training progress within the setting.

1. Understand the physical care needs of children [1.2]

Toilet training – the role of the early years practitioner

Page 19: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Lets pick individuals at random to read and answer the questions given on the laminated cards

Learning Check

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the physical care needs of children.

AC 1.1 Describe routine physical care needs for children in relation to:• Washing and bath time• Skin, teeth and hair

AC 1.2 Explain the role of the early years practitioner during:• Washing and bath time• Skin, teeth and hair

Learning Outcomes

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Bath time is a relaxing and bonding experience for babies or young children and their parents/carers.

• Bath time is usually part of a bedtime routine.• Babies and young children will not normally be bathed within the setting.• Babies and young children will need to be kept clean during the day, and a

gentle wash with a flannel or sponge may be needed after meal times.• If a baby or young child has been ill or had an accident, then the early

years practitioner may need to give them a thorough wash down and will then follow the policies and procedures of the setting.

• Hand washing will be part of the daily routine and young children will be encouraged to do this independently.

1. Understand the physical care needs of children [1.1, 1.2]

Washing and bath time

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

In pairs demonstrate how to bath a baby, I will be taking photos for evidence

Please ensure that you show how to play with the child!

Lets have a go!

Bathing demonstration

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Babies and young children will have delicate skin and this needs to be routinely cared for.

• Skin needs to be kept clean and dry and protected from the elements.• Sun cream should be applied when children are outdoors in warm

weather.• Oil or specific cream may need to be applied to babies and young children

who have dry or sensitive skin.• The wishes of parents/carers must be followed when caring for their

child’s skin.• The policies and procedures of the setting must be adhered to.

1. Understand the physical care needs of children [1.1, 1.2]

Skin, teeth and hair

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Some settings will encourage parents/carers to supply a toothbrush for their child.

• Early years practitioners will then support teeth cleaning as a part of the daily routine.

• A baby or young child’s hair should be kept clean, and long hair will need regular brushing and could be suitably tied back when in the setting, especially during physical activities.

• Early years practitioners should be aware of the setting’s policies and procedures if they suspect a child to have head lice.

1. Understand the physical care needs of children [1.1, 1.2]

Skin, teeth and hair

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Please think of a game/activity on your tables to support children when brushing their teeth

Lets look at a game I found on pintrest https://www.pinterest.com/pin/171770173264899606/

Brushing our teeth

https://www.youtube.com/watch?v=waNuZ8PEe1c

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the physical care needs of children [1.1]

What are your earliest memories of lunchtime at school?

Consider:• Did you enjoy lunchtimes at school?

Why?• Did you have packed lunch, school dinners or home dinners?

Why?• Did you prefer to sit and eat your food with your friends, or to quickly eat

your food and go out to play?Why?

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

What is the eatwell plate?

Please create your own eatwell plate to help you remember using your plate

Remember to add in - The amount of food needed for each

area and the types of food - The name of the areas of the eatwell

plate - Add to the back important information

1. Understand the physical care needs of children [1.1, 1.2]

Eatwell plate

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Meal times are an important part of the daily routine.• Meal times can support social skills as well as independence.• Food and drink should be age and stage appropriate, and babies and

young children should be offered choices where possible.• Meal times should be fun and relaxing, and babies and young children

should be given plenty of time to enjoy their food.• Individual dietary requirements need to be met to ensure all babies and

young children have a healthy balanced diet that meets their individual and nutritional needs.

• It is important to inform parents/carers of their child’s daily intake of food and drink.

1. Understand the physical care needs of children [1.1, 1.2]

Meal times

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

Write on the tables the importance of the role of the practitioner in supporting the physical care needs of all children.

Consider:• Individual needs• Policies and procedures• The wishes of the parent/carer• Learning and development opportunities.

1. Understand the physical care needs of children [1.1, 1.2]

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

In your groups please split the cards into healthy and unhealthy foods

Healthy against Unhealthy

Lets find out the difference

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

padlet.com/ajb3940/ 002

Let’s plant your healthy seeds

Let’s grow cress

Every week you will upload a picture of your cress head to padlet

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO1 Understand the physical care needs of children.

AC 1.3 Identify situations in which non-routine physical care is required.

AC 1.4 Describe benefits of working in partnership with parents/carers in relation to individual physical care routines.

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the physical care needs of children (1.3)

Discuss with a partner what might be your worst fear when meeting individual care needs of a baby or young child, explain why

Consider:• Runny noses• Soiled nappy or clothes• Vomit• Hands that are dirty with an unknown substance• Messy eaters• What will you do if you find a situation difficult to handle by yourself?

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

There will be times throughout the day where a child may have non-routine physical care needs. This could include:

• A runny nose due to a cold or allergies • Wet or soiled clothes due to a toileting accident • A child needing comforting due to being unwell• A child needing to wash their hands because they have

touched something sticky or messy

1. Understand the physical care needs of children (1.3)

Non-routine physical care needs

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Please decide within your groups to create a poster to teach children about

- Using the toilet - Washing their hands - Blowing your nose- Sneezing

1. Understand the physical care needs of children (1.3)

Non-routine physical care needs

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Parents/carers provide the primary care for their child.

• They know their child’s individual physical care needs.

• Partnership is vital in meeting the individual needs of the child in the setting.

1. Understand the physical care needs of children (1.4)

Working in partnership with parents/carers

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

A parent/carer knows their child best. Write on the tables what a parent/carer might be able to tell you about their child that would support you to care for their individual physical care needs in the setting?

Consider:• Changes in habit or routine• Developing new skills• Situations affecting the child• The health and happiness of the child.

1. Understand the physical care needs of children (1.4)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Sleep or nap preferences – whether they have a dummy or a comforter and how they go to sleep at home.

• Feeding – likes and dislikes and how independent the child is.• Toilet training – how they are doing at home.

By working closely with parents/carers, everyone will be able to work together to meet all the physical care needs of the child.

1. Understand the physical care needs of children (1.4)

Parents/carers will be able to give practitioners important information about their child. For example:

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Partnership working will enable to child to develop and progress. For example:

• Toilet training – practitioners will be able to tell parents/carers how the child has done during the day in the setting and the parents/carers will explain how they are doing at home. They can then work in partnership to support the child to become dry.

1. Understand the physical care needs of children (1.4)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All settings will communicate with parents/carers about how their child is progressing.

• For babies and young children some settings may have home books or diaries where important information is written down.

This may include:• How long they have slept• What they have eaten• What they have had to drink• How many times they have had their nappy changed• Whether or not they have soiled their nappy.

1. Understand the physical care needs of children (1.4)

Working in partnership with parents/carers

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Design a chart that could be used in children’s home books to inform parents/carers about how their child’s physical care needs have been met in the setting during the day.

Consider:• Layout and design• Sleep• Food• Drink• Nappies• Any other important information.

1. Understand the physical care needs of children (1.4)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• When practitioners work in partnership with parents/carers to support individual care routines, everyone will benefit.

• Parents/carers will benefit, as they will know what their child has been doing throughout the day.

• Practitioners will benefit, as they will have received vital information about the child from the parent/carer that will support their individual physical care needs.

• The child will benefit, as they will be getting continuous and consistent care.

1. Understand the physical care needs of children (1.4)

Working in partnership with parents/carers

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Ask someone you know with young children, what questions they were asked about the physical care needs of their baby or young child when they first start at the setting.

Find out if they are asked about:• Sleep• Toileting• Nappies• Food and drink preferences

What other questions are they asked that will help practitioners to support their physical care needs in the setting?

1. Understand the physical care needs of children (1.4)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 6

http://fcpsweb/ProSolution/Pages/Home/Home.aspx

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO5 Understand rest and sleep needs of children.

AC 5.2 Explain safety precautions which minimise the risk of sudden infant death syndrome.

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

5. Understand the rest and sleep needs of children (5.1)

Time: 5 mins What are the signs that a child needs sleep or rest?

Using your sticky notes please add your answer around the child outline, this could be in written from or as a picture

Page 53: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

'Sudden Infant Death’ is the term used to describe the sudden and unexpected death of a baby or toddler that is initially unexplained.

The Lullaby Trust - www.lullabytrust.org.uk

5. Understand the rest and sleep needs of children (5.2)

Sudden infant death syndrome

Page 56: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

1. Keep the room in which the baby sleeps between 16- 20 0c.2. Use a thermometer in the room where the baby sleeps as it

difficult to judge the temperature 3. Check babies to see if they are sweating or their stomachs

feel hot to the touch if so remove some bedding4. Use light weight blankets and do not use a duvet, quilt or a

pillow for babies under 12 months old5. Babies who are not well or feverish need fewer bed clothes

even in the winter

5. Understand the rest and sleep needs of children (5.2)

Top tips for helping your child sleep

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

6. Make sure the babies head cannot be covered by the bed clothes by laying them down with their feet at the base of the cot so they can not wriggle under the covers7. Never let babies sleep with a hot water bottle, electric blanket next to the radiator or in direct sunshine8. When it is warm cool the room by closing curtains and opening the windows during the day. Offer the baby plenty to drink9. Remove the babies hat or extra clothing as soon as you get in doors even if it wakes the baby

5. Understand the rest and sleep needs of children (5.2)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Time: 20mins – Group ACreate a mobile to show safety precautions which

minimise the risk of sudden infant death syndrome.

5. Understand the rest and sleep needs of children (5.2)

Time: 20mins – Group BCreate a mobile to show

amounts of sleep needed for different aged children.

Time: 20mins – Group CCreate a mobile to show tips on getting your child to sleep

Page 60: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 7

Page 61: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO2 Understand hygienic practice in preparing formula feeds. AC 2.1 Outline hygienic practice when:• Preparing formula feeds

AC 2.2 Explain how poor hygiene may affect the health of babies in relation to:• Preparing formula feeds

Page 62: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Understand hygienic practice in preparing formula feeds (2.2)

With a partner write down a step-by-step set of instructions for someone who has never made a sandwich before.

Consider:• Equipment• Ingredients• Where to prepare• How to prepare it• How to serve it.

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Newborn babies may be fed either with breast milk or formula milk.

• It is very important to follow the instructions on a packet or tin when making up formula milk.

• Safe, hygienic practices are very important when using bottles to feed a baby.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Preparing formula feeds

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Before making up a formula feed, you should always wash your hands and make sure the area is clean and tidy.

• Formula feed should always be made with boiled water that has cooled slightly.

• Never make up a formula feed with bottled water, as it may not be sterile and may contain additives harmful to a baby.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Preparing formula feeds

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• When preparing a formula feed, the bottle must have been sterilised first.

• Formula feed should be made daily and stored in the fridge until needed.

• Formula feed should only be heated once, when needed, and never re-heated.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Preparing formula feeds

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Match up – Formula feeds

Work on your tables to race to finish first

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Discuss each of the questions below:• What might happen if you do not follow the

manufacturer's instructions on the tin or packet of formula feed?

• What might happen if you do not have a clean environment or clean hands?

• What might happen if the bottles are not thoroughly clean or sterilised?

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Research formula feeds find out about:• Identify formula feeds and premade feeds and

comparing their cost and where they are available, put findings into a table.

• Add what ages the products are suitable for • Outline formula feeds and comparing their stated

benefits to the child Which method would you choose and why?

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Page 69: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 8

Page 70: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO2 Understand hygienic practice in preparing formula feeds. AC 2.1 Outline hygienic practice when:• Sterilising equipment.

AC 2.2 Explain how poor hygiene may affect the health of babies in relation to:• Sterilisation.

Page 71: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Hygiene – Watch the clip and then complete actions whilst singing chose hand washing song

http://www.youtube.com/watch?v=TGddyTW5eMc

Songs to sing when washings our hands • ABC• Yankee Doodle• Happy Birthday

(sung twice)• Twinkle, Twinkle,

Little Star.”

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All bottles must be sterilised before making up formula feeds.

• There are three main methods of sterilising bottles and other small items such as spoons and dummies. They are:• Steam sterilising• Cold water sterilising• Sterilising by boiling.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Sterilisation

Page 73: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Steam sterilising• This is done using a shop-bought device.• All bottles must be thoroughly washed before placing them in

the steamer.• It does not wash the bottles, it sterilises the bottles.• Once bottles have been sterilised, they can be left in the

steriliser until they are needed.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Sterilisation https://www.youtube.com/watch?v=HMygQ4vcLJ4

Page 74: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Cold water sterilising• This method uses cold water and a solution or sterilising

tablets.• It is important to follow the instructions on the packet.• All of the bottles, teats and lids must be under the water for

at least 30 minutes, with no trapped air bubbles.• Once sterilised, the equipment can be left in the water until it

is needed.• The solution should be changed every 24 hours.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Sterilisation https://www.youtube.com/watch?v=VDT1DQNYxH4

Page 75: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Sterilising by boiling• All bottles and teats must be checked to make sure they are

suitable to be sterilised in this way.• All equipment must be placed in a large pan of water that

needs to boil for at least 10 minutes.• This method is the cheapest as you do not need to buy any

products, but it needs to be done very carefully to avoid any accidents.

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Sterilisation https://www.youtube.com/watch?v=MfkVpqN60i0

Page 76: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Lets make put a bottle feed, ensure you read through the instructions within your pairs

Consider:• Safety tips, especially when handling hot water• Safe and hygienic practices• Getting the correct measurements

2. Understand hygienic practice in preparing formula feeds (2.1, 2.2)

Page 77: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

You have been asked to prepare a brief presentation to new staff about the importance of sterilising equipment safely in the setting.

Consider:• Which method you will use• A step-by-step guide to sterilising • A step-by-step guide to making a bottle• Safe, hygienic practices.

2. Understand hygienic practice in preparing formula feeds (2.2)

Page 78: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 9

Page 79: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO3 Understand hygienic practice in relation to control of infection.

AC 3.1 Describe the role of the early years practitioner in relation to: • Hand washing

LO4 Be able to use hygienic practice to minimise the spread of infection.

AC 4.1 Use hygienic practice in relation to: • Hand washing

Page 80: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

3. Understand hygienic practice in relation to control of infection (3.1)

Bathrooms have a range of facilities for hand washing. What do you think is the most hygienic?

Consider:• A bar of soap or a soap dispenser• Paper towels or a hand drier• Motion-sensor taps or push-down tapsWhy?

Page 82: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Hand washing• Practitioners will need to be positive role models when

encouraging children to wash their hands.• Children should be encouraged to wash their hands at regular

times throughout the day but particularly:• When they have been to the toilet• Before meal and snack times• After messy play• After coughing or sneezing.

3. Understand hygienic practice in relation to control of infection (3.1)

Role of the practitioner

Page 83: Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Ah-choo!

Design a tissue box or paper towel 3D display that reminds people to wash their hands.

-Why should people wash their hands? -When should people wash their hands? -How should people wash their hands?-What is the role of the early years practitioner in relation to hand washing?

These are questions that can be addressed in your designs.

Paired activity

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for childrenSession 10

http://fcpsweb/ProSolution/Pages/Home/Home.aspx

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO3 Understand hygienic practice in relation to control of infection.

AC 3.1 Describe the role of the early years practitioner in relation to: • Food hygiene• Dealing with spillages safely• Safe disposal of waste• Using correct personal protective equipment.

LO4 Be able to use hygienic practice to minimise the spread of infection.

AC 4.1 Use hygienic practice in relation to: • Food hygiene• Dealing with spillages safely• Safe disposal of waste• Using correct personal protective equipment.

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Starter activity

3. Understand hygienic practice in relation to control of infection (3.1)

What foods can be used on the different coloured chopping boards?

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Food hygiene• The policies and procedures of the setting will need to be

followed when handling food.• Practitioners and children should always wash their hands

before handling food, whether it is a packet of snacks or a full meal preparation.

• The correct storage and disposal of food is important, as this will reduce the risk of contamination.

3. Understand hygienic practice in relation to control of infection (3.1)

Role of the practitioner

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

https://www.youtube.com/watch?v=nkVY08aqC28

Watch the clip list the faults

How can we ensure we are keeping children safe when serving them food in settings?

Food hygiene

Group Discussion

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Dealing with spillages safely• Practitioners will need to follow policies and procedures when

dealing with any spillages.• If dealing with bodily spillages, then practitioners will need to

protect themselves with gloves and aprons.• If food or drink is spilt then it must be cleared up quickly to

avoid a slipping hazard.• If water is spilt from the water tray, then children can be

encouraged to clean it up carefully to avoid accidents.

3. Understand hygienic practice in relation to control of infection (3.1)

Role of the practitioner

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Safe disposal of waste• The policies and procedures of the setting must be followed

when disposing of waste.• There will be separate bins for:

• Food waste• Nappies• General waste• Recycling.

• The correct bins must be used at all times.

3. Understand hygienic practice in relation to control of infection (3.1)

Role of the practitioner

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• Red for toilets, nappy-changing surfaces, sanitary appliances, and washroom/changing room floors• Yellow for hand basins and other surfaces in washrooms and changing rooms• Green for kitchens and food-contact surfaces• Blue for low risk areas such as offices and corridors.

Cleaning cloths

To help prevent cross-contamination, reusable coloured cleaning cloths are used. This is the usual colour coding system is:

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Work as a group to think about advice and guidance that you could give to new member of

staff, think about why we wear PPE and what it protects, ensure you have covered, Dealing with

spillages safely and Safe disposal of waste. Make sure

you have also outlined your role as a practitioner.

Group Task

We are going to decorate our apron with advice and guidance

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Using correct personal protective equipment• It is essential that settings provide staff with the appropriate PPE

(Personal Protective Equipment).• This will include gloves, aprons and hair nets.• Practitioners will need PPE when:

• Changing nappies• Toileting• Preparing or serving food• Cleaning up spillages• Changing children who have been sick or who have had an

accident.

3. Understand hygienic practice in relation to control of infection (3.1)

Role of the practitioner

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

1. You have get the balloon from one end of the line to the other without dropping it (if it drops you have to start again!)

2. Match up the correct cloths to the correct use 3. Write “PPE” as a team on your paper by only

holding the string attached to the pen4. Put all the items in alphabetical order5. Put on all your given PPE and make a butterfly

out of your tinfoil and pipe cleaners

Team Task - Get into two teams

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for children

Session 11

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO5 Understand rest and sleep needs of children.

AC 5.1 Explain the rest and sleep needs of:• A baby aged 6 weeks• A baby aged 7 months• A toddler aged 15 months• A child aged 2 ½ years• A child aged 4–5 years• A child aged 6–7 years.

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Starter activity

5. Understand the rest and sleep needs of children (5.1)

Time: 10 mins How much sleep do you need?

Discuss with a partner your given question:

• How much sleep do you have in a typical night?• Do you sleep more at the weekend?• Can you sleep all day if you have had a late night?• What happens if you do not get enough sleep?• How important is sleep to you?

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• Rest and sleep is important to everyone.

• Babies and young children will require different amounts of rest and sleep as they grow and develop.

• No babies or young children are the same, so everyone’s sleep patterns will be different.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Please work as a team to arrange your sleep table

Ages Amount of sleep needed• 6 weeks • daytime: 6 to 7 hours

• night time: 8 to 9 hours• 7 months • daytime: 3 hours

• night time: 11 hours• 15 months • daytime: 2 hours, 30 minutes

• night time: 11 hours• 2 and a half years • daytime: 1 hour, 30 minutes

• night time: 11 hours, 30 minutes• 4-5 years • daytime: 0 hours

• night time: 11 hours 6-7 years. • daytime: 0 hours

• night time: 10 hours, 30 minutes

What is the average amount of sleep for these ages?

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A baby aged 6 weeks• A baby will usually sleep for much of the day and night in the first few

weeks and months of its life.• Babies will wake if they are hungry or uncomfortable.• Some babies will sleep for many hours at a time, while others will wake

every couple of hours.• Family members may be affected by tiredness if the newborn baby does

not sleep through the night.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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A baby aged 7 months• Babies will generally be awake for longer periods at this age.• Most will sleep for longer through the night, and be having a morning and

afternoon sleep.

A toddler aged 15 months• At this age, young children will usually sleep through the night unless

something disturbs them or makes them feel uncomfortable.• They will still sleep during the day, but these naps may become shorter.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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A child aged 2 ½ years• By this age, children should be sleeping through the night.• A child of 2 ½ years will usually have just one daytime nap, and this will

help them last until bedtime.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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Classroom discussion activity

Time: 15 mins – Group A

In pairs practice laying your babies in a cot

5. Understand the rest and sleep needs of children (5.1)

Time: 15 mins – Group B

In pairs practice Swaddling a baby in a blanket

Practical activity – I will demonstrate both

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A child aged 4–5 years• At this age, bedtime should be part of a regular and structured routine.• Children will usually sleep through the night at this age, and will have

dropped their daytime naps, as they may be at nursery or school.• Children will need a good night’s sleep in order to cope with nursery or

school.

A child aged 6–7 years• As children grow and develop, their bedtime will become later.• They will not need as much sleep as very young children, but they will still

need to sleep through the night in order to function during the day.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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• As well as sleep, all children will need periods of quiet time, so that they can rest their minds and bodies.

• There are many activities children can do that will allow them to rest.

• Children will get irritable if they do not sleep well and have no opportunities to rest.

5. Understand the rest and sleep needs of children (5.1)

Rest and sleep needs

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Pairs activity

Time: 15 minsMake a spider diagram of activities that children could do to allow them to rest.

Consider:• Individual activities• Group activities• Quiet areas• Routine quiet times

5. Understand the rest and sleep needs of children (5.1)

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Pairs activity

Children will only sleep if they are actually tired, Ensure that children have been provided with enough activity and exercise throughout the day

Lets outline a bedtime routine sheet – Create some useful PECs cards

Bedtime routine

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for children

Session 12

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Starter activity

6. Understand childhood immunisation (6.1, 6.2, 6.3)

Time: 10 mins

How many words can you make from :-

Immunisations

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Immunisations are offered free of charge to all babies and young children in the UK.

• Immunisations are given to babies and young children at specific times during their life.

• This routine ensures the vaccines work well and fully protect the baby or young child.

6. Understand childhood immunisation (6.2)

Immunisation schedule

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Using one of the links below, research the suggested ages babies and young children should be immunised. Create a chart showing the immunisation schedule for babies and young children

Include:• Age for immunisation• Disease it protects the baby or young child from.Remember – some vaccines protect against more than one disease.

Links:www.nhs.uk/Conditions/vaccinations/Pages/childhood-vaccination-schedule.aspx#close www.gov.uk/government/publications/the-complete-routine-immunisation-schedule-201314

6. Understand childhood immunisation (6.2)

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CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for children

Session 13

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Learning Outcomes

LO6 Understand childhood immunisation.

AC 6.1 Outline the reasons for immunisation.

AC 6.3 Explain the reasons why some children are not immunised.

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Starter activity

6. Understand childhood immunisation (6.1, 6.2, 6.3)

Views and opinion https://www.youtube.com/watch?v=iIJ4zTe-eDU

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Create a spider diagram showing why babies and young children should be immunised.

6. Understand childhood immunisation (6.1)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Immunisations protect babies and young children form serious diseases.

• Vaccines work by giving the child's body a safe version of the disease so that the body’s immune system can develop antibodies to protect itself and fight against serious diseases.

• Diseases like whooping cough and measles had been known to be a cause of death in children before vaccines were offered.

6. Understand childhood immunisation (6.1)

Reasons for immunisations

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• Up until the middle of last century , large numbers of babies and toddlers died before their third birthday as a result of contracting various infectious diseases.

• If enough people have the immunisations, then the diseases are less likely to spread and cause serious illness.

• Antibodies mean that if a child is later exposed

6. Understand childhood immunisation (6.1)

Reasons for immunisations

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Pairs activity

Create a list showing why babies and young children should not be immunised.

6. Understand childhood immunisation (6.1)

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• It is a parent/carer’s choice as to whether or not their children are immunised.

• It is not law to get children vaccinated, but it is strongly recommended for all.

• Some parents/carers feel that their child should not be given doses of medication at such an early age.

• Some parents/carers may feel that the vaccinations carry risks that they are not happy with.

6. Understand childhood immunisation (6.3)

Why some children are not immunised

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• On rare occasions, children may react to certain vaccines, and some parents/carers are unwilling to put their baby or young child through that risk.

• Due to parental preferences – e.g. for homeopathy

• For religious reasons

• Children could have been unwell when first immunisations were due

• The fear of being responsible for any possible side effects to the immunisation

6. Understand childhood immunisation (6.3)

Why some children are not immunised

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Classroom discussion activity

Split into four groups

• Group 1 and 2 - You believe children should be immunised

• Group 3 and 4 - You believe children should not be immunised

Prepare your case for our class debate

6. Understand childhood immunisation (6.3)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Time: 20 minsChildren are offered a 4-in-1 pre-school booster vaccination when they are approximately 3 ½ years old. Create an information leaflet that could be given to parents/carers within a setting, to remind them of the importance of this vaccination.

Consider:• What the vaccine covers• When children should have it• The benefits of the vaccine• Where to go to get advice.

6. Understand childhood immunisation (6.1)

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for children

Session 14

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

7. Be able to support children in personal physical care routines (7.1)

Lets complete a timetable grid

Fill in the grid as quickly as you can with all the multiplication facts up to 12 × 12.

If you like, record your time and see if you can get faster each time you do it.

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• Ensure you follow the policies and procedures of the setting.

• Be a positive role model around meal and snack times and encourage healthy eating.

• Get yourself involved in meal and snack times and see how you can support children’s learning and development.

7. Be able to support children in personal physical care routines (7.1)

Meal times

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 1.3 Support physical care routines for children

Session 15

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Starter activity

7. Be able to support children in personal physical care routines (7.1)

Draw round your hand and add the below information, to add to our display

- How can you make hand washing fun in setting?

- What facts do you know about hand washing?

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You will be required to show that you can support children with their personal physical care routines.

This includes:• Toileting• Washing and/or bath time• Skin, teeth and hair• Meal times• Resting and/or sleeping.

When you are in setting and in Teddy Tots I will observe you to gain this evidence, you can also take images of yourself, write reflections or get an expert witness statement from colleagues

7. Be able to support children in personal physical care routines (7.1)

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• Ensure you follow the policies and procedures of the setting.

• It is good to use your own initiative, but always ask questions if you are unsure.

• As a student, do not change nappies or help a child with the toilet unless you are being supervised.

7. Be able to support children in personal physical care routines (7.1)

Toileting and nappy changing

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Use your images that have been printed of you

changing a nappy to write a reflection at the bottom to cover

this criteria

7. Be able to support children in personal physical care routines (7.1)

Toileting and nappy changing

What

went w

ell?

What

would you ch

ange

?

What

did you le

arn?

What

was th

e aim

of the a

ctivit

y?Additiona

l inform

ation

How to write your reflection

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• Ensure you follow the policies and procedures of the setting.

• Encourage children to be as independent as possible when washing their hands and face.

• When bathing children in a home environment, they should never be left unattended.

7. Be able to support children in personal physical care routines (7.1)

Washing and/or bath time

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CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Use your images that have been printed of you

giving children a bath to write a

reflection at the bottom to cover

this criteria

7. Be able to support children in personal physical care routines (7.1)

Washing and/or bath time

What

went w

ell?

What

would you ch

ange

?

What

did you le

arn?

What

was th

e aim

of the a

ctivit

y?Additiona

l inform

ation

How to write your reflection

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• Ensure you follow the policies and procedures of the setting.

• Encourage children to sit for short periods of time and take part in quiet activities.

• Use a quiet and calm voice during times of rest.

• Follow guidance from the setting when supporting children to sleep.

7. Be able to support children in personal physical care routines (7.1)

Rest and sleep

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Ensure you follow the policies and procedures of the setting.

Make sure you are aware of individual needs relating to sensitive skin. Make sure you think about skin protection against the effects of weather, especially sun protection. Ensure you work in partnership with parents so that you are aware of skin conditions such as eczema, as well as skin types.

7. Be able to support children in personal physical care routines (7.1)

Skin, teeth and hair

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Discuss with your supervisor any concerns you have over children’s teeth.

Make sure long hair is not a hazard for children, especially if they are climbing on equipment. Consider different hair types, and ensure you are aware of how to identify and treat for head lice. Again, work in partnership with parents/carers.

7. Be able to support children in personal physical care routines (7.1)

Skin, teeth and hair

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1. Name three physical care needs a child may have.2. Explain three ways of being a positive role model during

physical care routines.3. What does PPE stand for?4. What is the cheapest form of sterilisation?5. Name three occasions when a child will need to wash their

hands.6. Name three non-routine physical care needs a child may have.7. Describe two situations where sharing information will support

the individual care needs of a child in the setting.8. Name three different methods of sterilising baby bottles.

Quiz