Unit 1 3 121214

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.

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?

Complete your stages of bladder control table.
ToiletTraining
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 toToiletTraining?

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
ExtensionTask

Week 1
Session 2
29/1/15

• 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

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 ?

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?

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?

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

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

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, share
What 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

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:
1-3Years Old:
3-6Years Old:
7-12Years 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
1-3Years Old: 14 - 15 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
sleep
Allows 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 old
New-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

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 hr
period

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?

SIDSThe 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

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 inWales from November
2012 to February 2013.

6.1. Outline the reasons for
immunisation.
http://www.nhs.uk/conditions/vaccination
s/pages/childhood-vaccination-
schedule.aspx

6.2. Identify the immunisation
schedule.
http://www.nhs.uk/conditions/vaccination
s/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

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