Care for Children

Providing Physical Care

Units with this Cluster

HLTWHS300A- Contribute to OHS processes CHCCN301C- Ensure childrens Health & Safety CHCCN302A- Provide Care for Children CHCCN303A- Contribute to provision of nutritionally balanced food in safe and hygienic manner CHCCN305B- Provide Care for Babies

Source Acecqa.gov Image - Google

Overview
This slide show will provide you with an overview of information relating to providing physical care for children, and how to create opportunities for children to develop their understanding of physical needs

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Providing Physical care

In our daily care for children, we must ensure their following PHYSICAL care needs are met: 1. Rest and relaxation 2. Hygiene 3. Toileting 4. Food and drink 5. Clothing 6. Exercise 7. Safety
We must also create opportunities for children to develop their understanding of physical needs.
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REST AND RELAXATION

Strategies to prepare children for rest time can include: Create a quiet, restful environment Develop sleep time rituals Talk to children about their need for sleep and rest Empathise with children having difficulty getting to sleep or relaxing Respect childrens particular needs See you role as that of helping children to relax Follow sleep with predictable routine

REST AND RELAXATION

Practices to assist children in their individual sleep rituals can include: Observe children to see if they are tired Role modelling & scaffolding- helping children put their sheets on their beds, pack their sheets up Support- soothing, reassuring and comforting them Consider how this part of the day can be used to support childrens learning and development Develop individual sleep routines Older children may not need to sleep, so ensure there are places for non-sleepers to enjoy some quiet activities away from the sleepers
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REST AND RELAXATION

What strategies can we use to help children move from their rest time into the next part of the day? Give them a cuddle Talk to them, read a story Help them pack up, put on shoes Move them onto to a quiet activity (drawing, puzzles, book)

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HYGIENE PRACTICES
What Hygiene Practices will children need assistance with? Keeping skin, noses and teeth clean Meeting toilet needs Occasional bathing Older children may need showering Washing hands and faces
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HYGIENE PRACTICES
Strategies educators can use to assist children include: Modelling - is a very useful strategy to use when encouraging toddlers to wash hands and faces, brush teeth, wipe noses brush hair Initiating discussions - with children about hygiene encourages them to follow rules of hygiene Give the right amount of assistance so the child can be involved or complete the task for him/herself Giving children some control over what happens to them. Always tell them what is happening and ask if it is OK for you to assist if needed.
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TOILETING
Infants and young toddlers are totally dependent on adults for practices relating to toileting. Preschoolers may need help from time to time if accidents occur. Usually by school age, children are completely independent, but may need an adult to assure privacy. Try to provide each child with the right amount of encouragement and support. Ensure that each child is able to feel competent and in control of their toileting habits.
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FOOD AND DRINK

Strategies for feeding babies:
Give the infant a spoon while you use another one. Give infant finger food to hold while you spoon feed Hand the infant full spoons Make sure children are seated securely with safety harness done up Never leave children unsupervised whilst eating Never allow children to walk around with food
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FOOD AND DRINK

Food for Toddlers strategies for a happy mealtime: Provide choices Be flexible with mealtimes Involve them in food preparation Make mealtimes informal and educators sit with children Be well prepared and involve toddlers in cleaning up Provide a good variety of nutritional foods Have a picnic for a change of scene, once in a while Be aware of food hazards such as choking
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FOOD AND DRINK

Creating a pleasant and relaxed mealtime for preschoolers: Arrange table so children can eat in small groups Make settings attractive eg flowers, cloths

Allow children to eat at their own pace

Allow children to serve own food and drink Provide a choice of eating utensils Speak positively and with enthusiasm about the food that is being served
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FOOD AND DRINK

Meal times with all age groups of children should be times that are social and interactive with adults and other children. Meal times need to be well organised and planned. The environment should reflect the needs of the individual children, independence and self help skills. It is a time for children to learn about the food they are eating and why we need to eat. It can also be a learning time for skills, such as feeding themselves with a spoon, holding a bottle, serving the drinks and setting the table. As an educator, knowing the childrens individual needs is important The health requirements, dietary needs, routines and abilities need to be considered when planning for each child.

Suitable clothing and footwear

We wear clothes for Warmth Protection Modesty Fashion statement Cultural/ religious requirement

Scenario
Christine arrived at preschool wearing her batman suit. Her parents had no problem with her choice because they knew Christine could move freely and would take off the mask when it became uncomfortable. In fact, her parents supported her choice because they value self-expression. They also encouraged their children outside gender stereotypes. Gerald the caregiver, looked at Christine and thought Wouldnt you think her parents would have more sense. How will she ever fit the batman role?

Scenario questions
What do you think of Geralds thoughts? Unprofessional? Accepting of Christines parents decision? What should Geralds role be?

Possible responses
Gerald must ensure that he communicates with her regularly to ensure that she is not getting hot. point out that she may get paint on her outfit when painting reassure her that when she is ready that he will assist her to dress into alternative clothing

GENERAL GUIDELINES FOR CLOTHING

Encourage children to recognise their own needs regarding clothing This is a gradual process developing from asking questions such as Are you feeling hot/cold? Would you like me to help? Some children will continue to require direction. Eg Gosh, its a little colder today; do you think you need a warmer top? Lets go and find one. Clothing should be: Lightweight allowing for unrestricted movement Easy to pull on and off Simple to encourage independence in dressing, undressing and toileting Safe

In Queensland
In Queensland the temperatures for much of the year are warm and humid, or hot and dry and styles of clothing reflect this- cotton, natural fibres, allows perspiration to evaporate from the childs skin- cooler more comfortable. During colder weather layers, as the childs activity increases or the temperature rises during the morning, layers can be removed to allow the child to be more comfortable.

Footwear
Children should go bare foot as often as possible so that the bones and muscles of their feet can develop. When young children are made to wear illfitting shoes, their feet will not develop properly causing problems later in life.

Cold weather
A child will need shoes for warmth. These should be fitted correctly.

Hot weather
Shoes are only necessary as a form of protection over rough and unfamiliar terrain and in places where safety cannot be controlled e.g. public places

Play
Children use their toes to help them balance, so activities like climbing, walking, running are most successful in bare feet.

Assisting families and children with clothing

Clothes become wet or soiled and the child may become chilled if they are not changed. Childrens clothing may become soiled with food, or they may have toileting accidents and require clean clothes for comfort and hygiene. spare clothes in their bag the service may keep a small stock of clean clothes requests from the parents that their child is to change out of their uniform all garments have been appropriately named

Assisting families and children with clothing

Strategies to keep track of childrens clothing o carry a permanent marker o inform parents of your strategy o service has a range of spare clothes that would be suitable for all ages o you could change the children into the services clothes while you wash and dry their own for them to go home in.

Assisting families and children with clothing

Positives and negatives about uniforms/ shirts with the centres logo: Positives:-uniforms eliminate peer pressure with brand names- identifies children from the service if on an excursion

Negatives:- it takes away from their individuality and can offend various cultures- can be expensive

Sun Protection

Sun Protection
You have a duty of care to ensure the protection and safety of the children within your care at all times Protecting the skin: - it is the UV rays that penetrate the molecules in your skin cells and provide you with a source of vitamin D. -we need some sun every day, however too much of the UV rays causes sun damage. -children under 12 months should not be exposed to direct sunlight at all. They should be protected by shade at all times.

Sun Protection
You should ensure that the younger children are applied with the highest SPF which is 30+ preferably with the ingredient of zinc present. Infants under 12 months are required to have sunscreen suitable for a baby, most brands label their bottles accordingly, identifying age and SPF range.

 For hygiene purposes and to avoid cross infection, it is suggested that you use a separate cotton ball or possibly a soft cloth for each child, if the child is unable to apply sunscreen themselves. Make sure that you wear gloves! NOTE: Sunscreen should be applied or provided to children 20 minutes prior to going outside.

Sun Protection

Sun Protection
Outdoor play should be planned before and after the hottest part of the day. It is highly recommended that children be kept out of the sun between 10am and 2pm (Eastern Standard Time) Most services have a sun protection policy that specifically states the times that the children will be allowed outside during the day.

Sun Protection
Hats The recommended hat is one that contains a broad brim that covers the face and neck for children. Another option is the legionnaire hot, which has a brim at the front and a flap the covers the ears and back of the neck.

With younger children it is often hard to keep hats on heads, as they like to pull them off. For older children they can sometimes see hats as unfashionable and not want to wear one. Role modelling and consistent reminders are important wit all age groups. Most services include in their sun safe policy the rule of no hat no play or children without hats must stay in the shade.

Sun Protection

Sun Protection for Carers

Role modelling your approach to sun safety encourages good practice in children. You should wear an appropriate hat and clothing and ensure you apply sunscreen. Know and follow sun safety guidelines and the policies and procedures of your service. Familiarise yourself with the national Regulations

Storage of hats
-to take home or leave at the service -placing hats together in one box is a perfect breeding ground for head lice

A most suitable solution would be for the children to return their hats to their bags after each play outdoors or that individual hooks are provided with an appropriate spacing between each one. Make sure that they are clearly labelled!

Storage of Hats

Fostering learning and development

Acquiring everyday living skills is a long process. To encourage independence, caregivers can suggest to parents to choose clothing that is easy for their children to manipulate themselves.

Fostering learning and development

Individuality Choosing clothes with toning or contrasting colours in the pattern is aesthetics. Therefore, talking about childrens clothes is not only demonstrating respect for their individuality, but also fosters an appreciation of aesthetics in every day living.

It is important to be aware of gender bias in discussing clothing with children.

Fostering learning and development

Cultural considerations-respect cultural differences in childrens clothing do not single out a particular culture and discuss what they wear. integrate all types of clothing into the discussion.

Personal Responsibility
Encourage children to recognise their own needs regarding clothing. This is a gradual process developing from asking questions such as Are you feeling hot/cold? Would you like me to help? Some children will continue to require direction, eg, Gosh its a little colder today; do you think you need a warmer top? Lets go and find one.

Responsibility
Caregivers need to work with parents so that childrens clothing is apprpriate for the environment that they are in. The application of sunscreen and the wearing of hats should be a consistent routine prior to the children going outdoors. Caregivers have an important role in fostering childrens independence with dressing and sun protection.

EXERCISE
It is a well-known fact that children who exercise regularly: have stronger muscles and bones have a leaner body because exercise helps control body fat be less likely to become overweight decrease the risk of developing type 2 diabetes possibly lower blood pressure and blood cholesterol levels have a better outlook on life Besides enjoying the health benefits of regular exercise, children who are physically fit sleep better and are better able to handle physical and emotional challenges. It is important that we provide for this physical need in our daily programming for children, both in a planned and spontaneous capacity.

SAFETY
This aspect of childrens physical care needs will be discussed in detail in other sessions but we need to be constantly aware that it is a priority as an educator to keep children safe because: It is part of our duty of care It is a legal responsibility

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Is it important for children to understand their physical needs? Why?

Yes, because if they understand why they need to do something, then they are more willing to do it (& for the right reasons) Think about how you would explain to children why they need to: * Rest * Eat well * Dress appropriately * Practice good hygiene and toileting habits * Exercise * Keep safe

GENERAL STRATEGIES
We can help children develop an understanding of their physical needs by: Role modelling Encouraging competent children to be role models for other children Treating children as intelligent, thinking beings who can understand facts Using group activities for learning (group discussions, plays/puppets, projects) Reminding children about appropriate practices sensitively & discreetly

References Below are the chapters in the text books that will support your learning through the
units covered in this cluster: The Big Picture- Karen Kearns Chapter 3 Birth to Big School- Karen Kearns Chapters 3& 5 The Culture of sleep and child care http://www.ehsnrc.org/PDFfiles/nycu/Sleep-July09.pdf

Hygiene in Child Care http://ncac.acecqa.gov.au/family-resources/factsheets/hygiene.pdf

Preschoolers need to Play http://kidshealth.org/parent/nutrition_center/staying_fit/active_preschooler.html?tr acking=P_RelatedArticle
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Websites for Reference: www.acecqa.gov.au www.deir.qld.gov.au www.legislation.qld.gov.au www.foodstandards.gov.au www.deta.qld.gov.au www.raisingchildren www.healthqld.gov The above websites have related readings and information that is informative for all of the units in this cluster and are recommended to read.