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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Rest may include: | SleepTime sitting quietly |
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Rest provisions may vary according to: | The venue at the time child needs restThe child's need for restOther children's needs Space available |
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Bedding preferences may vary due to: | Cultural practices e.g. hammockChild's preferences e.g. soft toy |
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Adjusting the environmentfor children's rest may include adjustments to: | Level of noiseLight, temperature and ventilation |
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Personal hygiene may include: | Hand washingToiletingBlowing noseBushing teeth/rinsing mouth after meal |
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Hygiene practices taught may vary with child's age, and may include: | Flushing toilet paper after useDiscarding tissues in bin after useWashing hands before eating, after toileting Cleaning teeth or rinsing mouth after eating |
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Different family and cultural practices which may be relevant to hygiene include: | Age to commence toilet trainingEating food with utensils or fingersHair care practices |
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For children with a physical or developmental disability: | A hygiene plan is developed according to the needs of the child |
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For clothing, weather conditions that may need to be considered are: | Heat Cold Rain |
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Preparation of food in hygienic manner will be according to: | Appropriate regulatory requirements relating to food handling and hygieneAlternative methods of cooling food and drink may need to be developed in remote or isolated areas (e.g. Hessian cooling bag) |
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Appropriate washing and drying of utensils and crockery and cutlery may include via: | Hand washing in hot, soapy waterDishwashing |
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Organisation procedures for food preparation may include: | Use of gloves when handling some foodsProcedures for supervisionUse of planners such as 'Lunchbox Checklist for Food Brought from Home' and 'Nutrition Checklist for Long Day Care Menu Planning'. |
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Relevant life skills related to their physical needs will vary with the child's age/stage of development: | For toddlers:ToiletingEating independentlyCare of own possessionsPreparing drinksSun safety practicesFor 3 to 5 year olds:NutritionMeal timeDressing and undressingSelecting clothes to wearFastening shoesWashing handsWho to turn to for assistanceBathingDoing up/undoing shoesPutting away beddingMaking choicescontinued ... |
Relevant life skills related to child's physical needs (contd): | For 6 to 12 year olds:Responsible for care of own possessionsKnowing when to act and when to waitDecisions regarding use of pocket money on excursions, within parental guidelines and limitsWho to turn to for assistance and advicePreparing snacks and drinksCare of own health and physical needsBasic cookingRelaxationStress managementTime managementPrioritisingNutritional needs |
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Ways of fostering the development of self help skills will vary according to the age of the child: | For infants:Encourage responding to matching while dressing/undressing e.g. arm to sleeveThrough care routines and daily experiencesFor toddlers:Provide sufficient time e.g. Undressing before restEncourage effortsChildren may choose from a range of clothesGive support when necessaryEncourage all attempts at self helpFor 3 to 5 year old children:Provide opportunities for children to learn to fasten their shoesStore clothes so that they are accessible to childrenPersonal belongings are stored accessiblyFor 5 to 12 year old children:ExplanationDemonstrationDebate and discussionJointly participating in taskUse of written instructions |
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Explanations of nutritional needs will vary according to the age of the child - for the older child explanations may include: | Healthy eating patternsBody image Anorexia'Diets'MenstruationSexual development |
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Understanding of physical needs may be promoted through: | DiscussionsDemonstrationsPamphletsGuest speakers |
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A child may display their distress by: | WithdrawalAggressive behaviourTears |
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Behaviour which is out of character for an individual child may be: | Quiet behaviour in a boisterous child Noisy behaviour in quiet child |
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Routines to minimise distress at separation of parent and child may include: | Opportunities for a relaxed and unhurried separation of parent and childRepeated prior visits to the service prior to parent's departureRoutine of short separation times prior to lengthy separationsComfortable chairs where parents can relax with child prior to departure |
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Respond to child's distress may be by: | Physical comfortSitting and listeningTalking through a problemGiving child their comforter e.g. Dummy, toyDistraction |
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Emotional needs of children may be due to: | School problemsChanges in family circumstancesAccidents that may occur during careNew to child care, separation from familiar people and placesFamily relationships Interactions with other childrenMajor changes in child's life e.g. Migration, lossesDeath of a pet Loss of special toyIll healthEmbarrassing events that occur during time in care or just prior |
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Children may be involved in decisions about: | The layout of equipmentRoutinesChoice of activities |
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Changes may include: | Change of countriesNew children/workers starting in the serviceChildren/workers leaving the serviceVisitorsStudents |
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