Assessment 1-
Research Project
You will document your responses to the questions and scenarios listed in the document. You may use a combination of the knowledge you have gained thus far in your study or research your responses. Please refer to the resources above when considering your answers and provide written answers to the following questions.

Create a poster
(A4) format that can be displayed at the centre for breast feeding mothers and families.
The poster will demonstrate your knowledge

Assessment Instrument:
1.1 Research John Bowlby’s ‘Attachment theory’
Provide a paragraph of your knowledge and understanding of this theory when caring for babies and toddlers?

Babies are born into the world pre-programmed to form attachments with others because it helps them to survive. Infants first form attachments with the person who feeds them (usually the mother) because they associate food with comfort eventually finding comfort in the mother herself. They then discover that their actions bring responses from others, such as, crying and smiling, and through this learning process they learn to repeat those desirable actions to gain the things they want. By the time the child is 10 months old and onwards they would have developed multiple attachments and study indicates that these attachments were more likely to form with the person that responds to the child’s signals and actions rather than the person that spent the most time with them. Intensely attached children are with mothers who respond quickly to their child’s actions and signals and interact with them the most. Failure to interact can result in weak attachment between mother and child.

1.2 Explain why it is important to have positive interactions with children to encourage optimal brain development in babies and toddlers.
AND
• Include 2(two) strategies where educators can support positive interactions

1.3 Name 6(six) safe sleeping preventive measures a child care service should use to prevent Sudden Infant Death Syndrome (SIDS).

– Place baby on his/her back when sleeping
– Keeps babies face and head uncovered when sleeping
– Keep baby smoke/drug free
– Provide a safe sleeping environment (certified crib)
– Have the baby sleep in a designated safe sleeping place in the same room as care giver (supervised sleeping)
– Have the child breastfed
1.4 From the list below, identify what is a safe or unsafe practice when working with babies and toddlers. For each unsafe practice, suggest what you could do to ensure that this practice can be safe for the child.
Practice Safe or unsafe
Leave child on change table to find their nappy Unsafe, prepare nappy before you begin changing the baby.
Place cushions around baby who is starting to sit unassisted Safe if supervised
Place child in high chair with no safety straps Unsafe, get a highchair with straps
Offer small beads to baby to explore Unsafe if the beads are small enough to be swallowed. Give them a non-choke hazard toy to explore
Offer sturdy walker for new walkers to use Safe if supervised
Tidy the areas regularly to allow children to roll, crawl and walk freely Safe

1.5 Name 4(four) points to check to ensure that cots, bedding and equipment meet the Australian safety standards.

– Check for the label AS2172
– Check if wobbly or broken parts that make the cot weak
– Check if the sides of the cot are high enough that the toddler can’t climb up and out
– Check for sharp corner posts, bolts, knobs or holes that the child could get caught in/on

1.6 Refer to the following documents – which are used and referred to in a child care service.
Write a paragraph describing the purpose of each document.
a) United Nations Convention on the Rights of the Child
UNCRC is a treaty that sets out the political, civil, social, economical, health and cultural rights of children. It defines a child as any human being under the age of eighteen, unless the age majority is gained earlier than eighteen under the national legislation.

b) Code of Ethics
Code of Ethics is the protection and wellbeing of children and the responsibilities of childhood professionals who work with or on the behalf of children and their families.

c) The Centre’s organizational standards
d) The Centre’s policies and procedures.
The centre has policies and procedure that are required under the regulations.
The policies and procedures are required in relation to the following:
– Health and Safety
– Staffing Arrangements
– Relationships with Children
– Physical Environment
– Collaborative partnerships with families and communities
– Governance and leadership
– Educational program and practice

1.7 State at least 1(one) professional website address where you can access The National Quality Framework, National Quality Standards and The Early Years Learning framework documents.

https://www.acecqa.gov.au/nqf/national-quality-standard

1.8 Refer to the document above in resources EYLF – Belonging, Being & Becoming
Read Principles/Practices and the Learning Outcomes.
For a) and b) provide 3(three) examples
How can you:
a) Create genuine partnerships with families
– Families and childhood educators should be able to trust each other
– Families and childhood educators should be able to communicate freely with each other
– Families and childhood educators should be able to engage in shared decision-making
– Families and childhood educators should be able to value each others knowledge of each child

How can you:
b) Promote children to feel safe, secure and supported

1.9 What could be the impact (effects) on children when they start at a service and educators change their routines and environments? Provide 2(two) examples.
– Feeling of anxiety from separation of their usual care giver
– Feeling overwhelmed or unsure when learning to adjust to a new routine

1.10 Research – Department of Health http://www.health.gov.au/internet/main/publishing.nsf/content/9D831D9E6713F92ACA257BF0001F5218/$File/0-5yrACTIVE_Brochure_FA%20SCREEN.pdf
What are the National physical activity recommendations and times for:

• 0-5 years

• 5-12 years

1.11 Below is the schedule the Department of Health recommends for the immunizations for young children. Research this schedule and insert the correct ages and record in the space provided.

Age Vaccine

• Hepatitis B (hepB)
• Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenza type b, inactivated poliomyelitis (polio) (hepB – DTPa – Hib-IPV)
• Pneumococcal conjugate (13vPCV)
• Rotavirus
• Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenzae type b, inactivated poliomyelitis (polio) (hepB-DTPa-Hib-IPV)
• Pneumococcal conjugate (13vPCV)
• Rotavirus
• Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenzae type b, inactivated poliomyelitis (polio) (hepB-DTPa-Hib-IPV)
• Pneumococcal conjugate (13vPCV)
• Rotavirus b
• Haemophilus influenza type b and meningococcal C (Hib-MenC)
• Measles, mumps and rubella (MMR)
• Diphtheria, tetanus, acellular pertussis (whooping cough)
• Measles, mumps, rubella and varicella (chickenpox) (MMRV)
• Diphtheria, tetanus, acellular pertussis (whooping cough) and inactivated poliomyelitis (polio) (DTPa-IPV)
• Measles, mumps and rubella (MMR) (to be given only if MMRV vaccine was not given at 18 months)