Week 1

Session 1

29/1/15

Unit 1.3 Support physical care routines for children

What care needs do children have?

What routines does your

setting follow?

Starter

• Describe routine physical care needs for children in relation to :-

• Nappy changing

• Toilet training

• Explain the role of the practitioner during:-

• Nappy changing

• Toilet training

• Identify what equipment you need to change a Nappy

• Demonstrate how to change a nappy

• Identify the signs of Nappy rash

• Describe how to treat nappy rash

• Identify ages and stages of bladder control

• Describe how to support a child throughout the toilet training process

Learning Outcomes

Physical care

needs

Nappy changing

Toilet training

Meal times

Washing and bath

time

Skin, teeth and

hair

What are the Physical Care needs in relation to:

Pass the sugar paper swap around the room and feedback.

Nappy Changing

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

What equipment do you need?

I will demonstrate

Take notes what are the 6 steps to changing a nappy?

How to change a nappy

What does nappy rash look like

Clean area

Pat dry

Apply cream

How can we treat nappy rash?

Wash your hands and put on PPE

Get equipment ready

Lay the baby on the mat (interactions, HS)

Remove the babies clothes and dirty nappy

Clean the area - Females need to be cleaned from front to back to avoid infection to the vagina

Males – be careful to avoid soiling the foreskin area, ensure that you clean underneath and around the testicles and penis

Apply the cream if used

Put the clean nappy on

Dispose of the soiled nappy

Wash your hands and clean area

What is the role of the practitioner in relation to Nappy Changing?

Toilet Training

Complete your stages of bladder control table.

Toilet Training

Stages / ages Bladder Control Links with other areas

15-24 months

18 months to 2 years

2- 3years

3 years +

https://www.youtube.com/watch?v=Et20qmW-T2Y

Watch the clip list what you may be able to do as a practitioner to support toilet training

What is the role of the practitioner in relation to Toilet Training?

Complete your table.

Resources needed for toilet training

Resources Explanation Resources Explanation

Potty plenty of clothes

Pants/knickers Toilet seat

Cushion booster step

Story/cassettes/videos

Begin letting the child practice sitting on the potty with her clothes on once or twice a day. Let her get up whenever she wants. Your goal is to help her become comfortable with it.

•Praise the child for each step, even the small ones and the ones that aren't completely successful. Stay upbeat. Remember that this is her accomplishment, not yours.

•Once she's comfortable sitting on the potty with her clothes on, have her practice sitting on it with her clothes off. This helps her get familiar with the concept of removing her clothes before going to the bathroom. It also lets her feel what the seat is like next to her skin.

•After a few days, when your child has a bowel movement in her nappy, have her watch you dump it into the potty so that she can see where it should go. Explain to her that this is where urine and stool belong. (Children this age are also mastering the idea that certain things go in certain places.)

•Look for signs that your child needs to urinate or move her bowels. Some children will tell you in so many words. Others will grimace or grunt or get into a particular position. When that happens, ask her if she needs to go.

Please see hand out to support this.

How to support the child.

Give the child lots of praise at each stage of learning. It's also a good idea to praise him whenever he tells you he has to use the potty, even if you've just asked him the question.

Expect him to make mistakes, especially in the beginning. Don't get angry; that will just make things take longer. If he resists trying something new, it probably means he's not ready yet. Simply back off and try again in a few days or even weeks.

Once your child has been successful for a few days, start making the switch to underwear. Some children feel more secure in diapers or training pants; others can't wait for "big boy" or "big girl" underwear. Let your child's reaction guide you in how quickly you make the change.

Remember that some young children are frightened by the sound and actions of a flushing toilet. If he's bothered by it, don't force him to flush; do it after he leaves the room. That fear usually goes away in a few months.

Continued

Walk around the room and answer the questions given on the laminated cards

Q and A

Make a sticker reward chart to praise child when using the potty

Extension Task

Week 1

Session 2

29/1/15

Unit 1.3 Support physical care routines for children

Starter Activity

• Identify when you might need to wash or bath a child in the work place setting

• Describe the resources you would need when top and tailing or bathing a baby

• Describe how to make bath time fun

• Demonstrate how to wash a baby

• Explain the role of the practitioner during:-

• Washing and bath time

• Skin teeth and hair

• Meal times

• Describe how to encourage children to look after their teeth

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

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

Learning outcomes

Washing and bath time

When might you need to wash a child in setting?

When might you need to bath a child in setting?

Answers on your white board please!

Washing and bath time

Baby Bath

Warm water put cold water in first to prevent scalding

Temperature of the water is 38˚c

towel

Clean nappy

Clean clothes

Ensure the room is warm

Creams or talk with parents permission

http://www.johnsonsbaby.co.uk/bathtime

What resources would you need?

Bathing

Most babies will need a daily bath and you should ensure

that you follow a good hygiene routine throughout.

Safety in the bath is equally important, and maintaining a

secure hold of your baby will also reassure them and

make them feel more comfortable.

How can we integrate play into this routine?

There are many store bought bath toys available, but there are many more that can be found around the home.

Clean, rinsed squeezy bottles are excellent.

Blowing bubbles in the water and singing songs with actions is always fun as well as helping to develop other skills.

Make it fun!

In pairs demonstrate how to bath a baby

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

Lets have a go!

Read your hand out

Write what you think is the practitioners role

Pass the Bag

https://www.youtube.com/watch?v=KP6LBYoqBl0

What is the practitioners role in relation to bathing ?

Care of skin teeth and hair

Looking after teeth

If teeth are not looked after they can become damaged or even fall out.

How can you encourage children to look after their teeth?

Taking the child to a dentist

Brushing the teeth twice a day

Reducing sugary foods and drinks

Facts

Once teeth begin erupting, you can begin cleaning them by wiping them with a moist washcloth.

As the child gets more teeth, you can begin to use a soft child's toothbrush.

You should use just a pea-sized amount of a fluoride toothpaste or a non-fluoride toothpaste until your child is able to spit it out, too much fluoride can stain their teeth.

Children should be supervised up to the age of 7

What happens if you do not encourage children to look after their teeth?

Baby bottle tooth decay

Gum disease

http://www.nhs.uk/video/pages/how-do-i-brush-my-childs-teeth.aspx

How can the practitioner support the child to look after their teeth?

When might you need to take care of :-

Skin Hair

http://www.nhs.uk/conditions/pregnancy-and-baby/pages/safety-in-the-sun.aspx#close

http://kidshealth.org/kid/stay_healthy/body/skin_care.html

How can we apply sun screen in a fun and safe way?

Produce a fact sheet to describe how to care for a child’s skin and hair read the following articles to help you.

http://www.babycenter.com/0_african-american-babies-hair-care_10330036.bc

http://www.parenting.com/article/easy-ways-care-for-your-childs-hair

http://www.nhs.uk/conditions/Head-lice/Pages/introduction.aspx

http://www.babycenter.com/0_cradle-cap_80.bc

How can the practitioner support the Child to take care of skin and hair?

Meal Times

Why are children’s diet so important

To enable the formation of strong bones teeth and muscles

To promote healthy skin, nails and hair

To provide resistance to infection

To aid healing process

To provide energy to aid concentration

How do we meet children’s nutritional needs?

By providing a balanced diet, regular meals healthy snacks and plenty of water to drink.

By encouraging children to prepare food for them selves by making meal times a social occasion

Use your compasses to make your eat well plate

Task

What do we need to consider when preparing food for children?

Hygiene procedures

Allergies

Cultural variations in food

Think about you own families eating habits.

Discuss wit the person next to you what you do.

Eating Habits

Feedback what you have seen in your placement settings

What can the practitioner do to support children during meal times?

• hand washing

• food hygiene

• formula feed

• dealing with spillages safely

• safe disposal of waste

• using correct personal protective equipment

• cleaning and sterilisation processes.

• nappy changing

• toilet training

• washing and bath time

• care of skin, teeth and hair

• meal times.

Task - routines and hygienic practices

There may be times when children have additional needs, including medical conditions, that may require non routine physical care.

Also blowing noses, putting on emollient cream, changing and washing children after toileting accidents, nappy changing and feeding children who have additional requirements may be needed.

Can you think of any other situations?

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

It is essential to work with parents to ensure that individual needs are met.

Things to consider – allergies, preferences such as towelling nappies and cultural and religious reasons.

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

Assignment Support

1.1 Describe routine physical care needs for children in relation to :-Nappy changing Toilet training Washing and bath time Skin teeth and hair Meal times

1.2 Explain the role of the practitioner during:-Nappy changing Toilet training Washing and bath time Skin teeth and hair Meal times

1.3 Identify situations in which non-routine physical care is required.1.4 Describe benefits of working in partnership with parents/carers in relation to physical care routines.

Explain the role of the early year’s practitioner during:

- nappy changing

- toilet training

- washing and bath time

- care of skin, teeth and hair

- mealtimes.

Remember to note down and consider hygiene practices too.

Prepare an information pack

Week 2

Session 3

5/2/15

Unit 1.3 Support physical care routines for children

Starter Match up – Formula in Care Setting

Learning Outcomes • Outline correct stages for making up a formula feed in Care Setting

• Outline hygienic practices when making a bottle feeds

• Outline hygienic practices when sterilising equipment

• Explain how poor hygiene may affect the health of babies in relation to:-

• Preparing formula feeds

• Sterilisation

• Describe the role of the early years practitioner in relation to:

• Hand washing

http://www.nhs.uk/video/pages/how-do-i-bottle-feed-my-baby.aspx

Make up a bottle feed

http://www.nhs.uk/conditions/pregnancy-and-baby/pages/sterilising-bottles.aspx#close

Sterilising Equipment

http://www.nhs.uk/conditions/pregnancy-and-baby/pages/bottle-feeding-advice.aspx#close

Watch the clip discuss what might happen if these hygiene procedures are not followed.

Infants can be susceptible to infections as their immune systems are still developing. Although infant formula is produced in hygienic and carefully controlled conditions, it is not sterile and can contain low levels of bacteria. Preparing milk correctly can minimise the growth of harmful bacteria.

Poor hygiene

Germ Box

Consider aspects of hygiene for both carers and children

Hygiene – It’s not just a quick hand wash

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.”

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.

Hygienic practices !

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

Watch the clip list the faults

What is the role of the practitioner in relation to food hygiene?

What hygienic practices must we follow in relation to food hygiene?

Produce a hand out to add to your information pack.

Food hygiene

Think, pair, shareWhat is the role of the early years practitioner in relation to clearing spillages?

What are the hygienic practices we must follow?

Add a leaflet to add to your information pack.

Dealing with spillage's safely

Group Discussion what have you seen in your settings?

Feedback

Make a fact sheet to add to your information pack!

Safe disposal of waste

Personal protective equipment – known as ‘PPE’ –is used to protect childcare workers while performing specific tasks that might involve them coming into contact with infectious materials or bodily fluids.

Using correct personal protection equipment

What personal protection equipment have you worn in your placements?

What have you seen other members of staff wear?

What is the role of the early years practitioner in relation to PPE?

What are the hygienic practices to follow in relation to wearing PPE?

Week 2

Session 4

5/2/15

Unit 1.3 Support physical care routines for children

Draw a table Guess how many hours a child needs?

Starter Activity

Age of Child How many hours sleep does the child need?

1-4 Months Old:

4-12 Months Old:

1-3 Years Old:

3-6 Years Old:

7-12 Years Old:

Age of Child Hours of Sleep needed

1-4 Months Old: Hours of Sleep needed

4-12 Months Old: 14 - 15 hours per day

1-3 Years Old: 14 - 15 hours per day

3-6 Years Old: 12 - 14 hours per day

7-12 Years Old: 10 - 12 hours per day

10 - 11 hours per day

Answers

• Identify how many hours sleep Children aged 6 weeks to 7 years needs

• Describe the benefits of rest and sleep

• Explain the sleep and rest needs of children aged 6 weeks to 7 years

• Identify what sudden infant death syndrome (SIDS) is

• Explain safety precautions which minimise the risk of sudden infant death syndrome

Learning outcomes

What are the benefits of rest and sleepAllows tissues to recover

Heart rate will fall

Oxygen will be replaced

Body temperature will fall

Central nervous system will relax

The body will absorb food if needed

Prevent muscles aching or getting stiff

Brain develops and matures

Rests and restores our bodies

Growth hormone is released

Recharge and energise

What are the benefits of rest and sleep

Brain develops and matures

Rests and restores our bodies

Growth hormone is released

Recharge and energise

What are the signs that a child needs sleep or rest

Short attention span, irritability or intolerance for toys and games

Rubbing eyes

Sucking thumb or fingers

Needing a comforter or a special toy

Loosing interest in activities

Easily becoming irritable

Withdrawn

Emotional

In your groups discuss what are the implications of interrupted sleep or lack of sleep for the child and parent?

Sleep Needs 6 weeks oldNew-born babies tend to sleep a great deal.

Shorter spells of sleep during the day

Longer periods of sleep during the night

Will wake for a feed

Sleep is spread out throughout a 24hr period –usually every four-five hours lasting two-and-a half hours

15 hours in a 24 hour period is required.

Sleep needs 7 months old

From four and a half months onwards, most babies are capable of sleeping for eight hours without needing a feed.

By seven months babies usually have two to three daytime sleeps each between one-and a half and two hours.

13- 14 hours sleep and rest in a 24hr period.

Sleeps needs of 15 month old

From 1 year until 2 years babies will sleep for approx. 11 hours at night.

Rest of their sleep is daytime naps.

15- 18 months will have one longer daytime sleep rather than two shorter naps

14 hours sleep and rest in 24 hour period

In pairs practice laying your babies in a cot

Task

Swaddling

Sleep needs of two and half years

Between ages of two-three years most children still need one nap a day, which may range from on to three and a half hours long.

At this age children usually go to bed between 7 and 9pm and wake up between 6 and 8am

13 hours sleep and rest in 24 hour period

Sleep needs of four to five years

By four years a child will meet all their sleep and rest needs at night, though some children may need short daytime rest or sleep.

11- 11.5 hours sleep and rest in a 24 hrperiod

Sleep needs of six to seven years

Daytime sleeps has disappeared and all sleep needs are met at night-time

10-11 hrs sleep and rest in a 24 hour period.

Cultural differences

Some parents believe a child should sleep in with them

Later sleep times

Sleeps in the afternoon mean child can stay up in the evening

Energy levels of the child can impact on sleep allowance

Bedtime routine

Why do you need to have a bedtime routine?

Between three to five months, most baby’s are ready to settle into a routine

What should that routine consist of?

Establish a routine Children will only sleep if they are actually tired

Provide enough activity and exercise

Some children do not have a nap during the day but should be encouraged to rest in quiet areas.

Treat each child uniquely – needs for sleep

Find out the child’s individual sleep habits

Bedtime routine

Give baby a bath or wash and put on clean nappy and nightwear.

Take child to say goodnight to other members in the household

Carry to his/her room, telling in quiet voice that it is time for bed.

Give the last breast or bottle feed in room where baby sleeps.

Settle the child

Sing a song or lullaby to help settle, while gently rocking in arms

Wrap securely and settle in cot or cradle saying good night – feet to foot position

Controlled crying sleep routine – in tune

If liked, gently pat to sleep.

5.1. Create a poster to:- 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 and a half years

a child aged 4 – 5 years

a child aged 6 – 7 years.

SIDS

'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

Precautions

In your groups discuss what you will do as precautions to reduce the risks of sudden infant death syndrome?

SIDS The Facts 221 unexplained infant deaths occurred in England and Wales in 2012, a rate of 0.30 deaths per 1,000 live births.

Unexplained infant deaths accounted for 8% of all infant deaths occurring in 2012.

Eight out of ten unexplained infant deaths occurred in the post-neonatal period (between 28 days and 1 year).

Almost two-thirds (64%) of unexplained infant deaths were boys in 2012 (141 deaths).

The rate of unexplained infant death was three times higher among low birth weight babies (less than 2,500g) than babies with a normal birth weight (2,500g and over).

Top ten tips on how to stop a baby over heating

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 bedding

4. Use light weight blankets and do not use a duvet, quilt or a pillow for babies under 12 months old

5. Babies who are not well or feverish need fewer bed clothes even in the winter

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 covers

7. Never let babies sleep with a hot water bottle, electric blanket next to the radiator or in direct sunshine

8. When it is warm cool the room by closing curtains and opening the windows during the day. Offer the baby plenty to drink

9. Remove the babies hat or extra clothing as soon as you get in doors even if it wakes the baby

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

http://www.nhs.uk/Conditions/Sudden-infant-death-syndrome/Pages/Introduction.aspx

http://www.nhs.uk/conditions/pregnancy-and-baby/pages/getting-baby-to-sleep.aspx#close

Week 3

Session 5

12/2/15

Unit 1.3 Support physical care routines for children

How many words can you make from :-

Immunisations

Starter Activity

Outlines reasons for immunisations

Identify the immunisation schedule

Explain the reasons why children should

Create a plan of how to support children’s care routines in relation to0:

Washing / bath time

Skin, teeth and hair

Meal times

Resting and/ or sleeping

Learning Outcomes

Reasons for immunisation• 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.

• Vaccines work by giving the body a safe version of the disease so that the body’s immune system can develop antibodies to protect itself.

• Antibodies mean that if a child is later exposed to the disease they are ready to fight it.

The chart shows the increase in cases of measles reported in Wales from November 2012 to February 2013.

6.1. Outline the reasons for immunisation.

http://www.nhs.uk/conditions/vaccinations/pages/childhood-vaccination-schedule.aspx

6.2. Identify the immunisation schedule.

http://www.nhs.uk/conditions/vaccinations/pages/vaccination-schedule-age-checklist.aspx

Please see your hand-out to support this

Group 3 and 4

you believe children should not be immunised

GROUP 1 and 2

You believe children should be immunised

Split into four groups

Prepare your case for our class debate

6.3. Explain the reasons why some children are not immunised.In the UK, the childhood immunisation programme is not compulsory, and therefore parental consent has to be obtained before the child is immunised.

Although primary immunisation uptake in the UK is relatively high (95 per cent of children are immunised by the age of two years, not including MMR), a small percentage of children are not immunised.

parental preferences – e.g. for homeopathy

religious reasons

an unwell child when first immunisations were due

general lack of belief in the validity of immunisation

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

previous diagnosis of the disease.

You will have a professional discussion with myself or AJ, please ensure that you are prepared for the discussion

Create a plan of how to support children’s care routines in relation to0:

Washing / bath time

Skin, teeth and hair

Meal times

Resting and/ or sleeping

Placement task unit 1.3, 7.1

Unit 1.3 to be handed in the 16th

March 2015

Complete assignment tasks to date

Task