Training Record Book - CHCCN305B Provide care for babies

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

• Student's Name

• Supervisor's Name

• Qualification being assessed

  CHC30708

  CHC30712

  CHC50908

  CHC60208

• Enrolment Type

  Select Apprentice External Fee For Service Full Time Class Trainee School Based Trainee

  • Apprentice
  • External
  • Fee For Service
  • Full Time Class
  • Trainee
  • School Based Trainee

• Assessment conducted by:

  Bright Futures Training College Assessor

  Employer Based Assessor

• THE FOLLOWING QUESTIONS ARE TO BE ANSWERED IF ASSESSMENT CONDUCTED BY EMPLOYER BASED ASSESSOR

• Employer Based Assessor's Name

• Completed Qualification held by Employer Based Assessor

  Diploma of Children's Services

  Advanced Diploma of Children's Services

  Higher Children's Services Qualification

• Have you worked in a supervisory position in the children's services industry (for example child care centre director or family day care co-ordinator) for a period of at least six months

  Yes

  No

• Have you read, and understood, the Practical Skills Checklist that you are assessing?

  Yes

  No

• Are you aware that the student will see a copy of this report?

  Yes

  No

• Are you willing to be contacted should further verification of this statement be required?

  Yes

  No

• What is your relationship to the student?

  Direct Supervisor (eg Group Leader / Director)

  Manager (eg Director / Family Day Care Co-ordinator

  Other

• How long have you worked with this student?

  Less than 6 months

  More than 6 months

• How closely do you work with the student in the area being assessed?

  Day to day contact

  Occasional contact

  No direct contact

• Elements and Performance Criteria

Element 1 - Respond to cues and needs of babies/infants

• 1.1 Respond to babies/infants in an unhurried, gentle and sensitive way to promote a relationship of trust

  Yes

  No

  N/A

• 1.2 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs that they are ready for solids

  Yes

  No

  N/A

• 1.3 Provide babies/infants with physical comfort as appropriate

  Yes

  No

  N/A

• 1.4 Meet needs of babies/infants for consistent and secure care, in a timely manner

  Yes

  No

  N/A

• 1.5 Respect and fulfil rituals of babies/infants

  Yes

  No

  N/A

• 1.6 Provide for meeting the nutritional needs of babies

  Yes

  No

  N/A

Element 2 - Develop and maintain a nurturing relationship with babies/infants

• 2.1 Undertake both planned and spontaneous interactions with babies/infants

  Yes

  No

  N/A

• 2.2 Use routines of physical care as opportunities to positively interact with babies/infants

  Yes

  No

  N/A

• 2.3 Take time to get to know the baby/infant, their individual routines, rhythms, preferences and cues

  Yes

  No

  N/A

• 2.4 Accommodate individual routines of daily care, rest and play for babies/infants whenever possible

  Yes

  No

  N/A

Element 3 - Settle new arrivals

• 3.1 Observe primary caregiver and babies/infants for signs of stress or distress on arrival

  Yes

  No

  N/A

• 3.2 Begin interaction with the babies/infants while primary caregiver is still present to minimise abruptness of separation

  Yes

  No

  N/A

• 3.3 Encourage primary caregiver to take as much time as needed to have a relaxed, unhurried separation from their baby/infant

  Yes

  No

  N/A

• 3.4 Establish routines to minimise distress at separation of primary caregiver and baby/infant

  Yes

  No

  N/A

• 3.5 Respond to distress of babies/infants at separation from primary caregiver in a calm reassuring manner

  Yes

  No

  N/A

Element 4 - Provide an environment that provides security for babies/infants

• 4.1 Clearly communicate expectations to babies/ infants and apply consistently

  Yes

  No

  N/A

• 4.2 Set up the physical environment to provide a relaxed and flexible atmosphere

  Yes

  No

  N/A

• 4.3 Set up the physical environment to accommodate individuality of the baby/infant

  Yes

  No

  N/A

• 4.4 Create a safe and secure environment both in and out of doors with equipment of a suitable scale for babies/infants

  Yes

  No

  N/A

• REQUIRED SKILLS AND KNOWLEDGE

• This describes the essential skills and knowledge and their level required for this unit.

• Essential knowledge:

• The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

• 5 food groups and identification of foods high in fat, sugars, salt and fibre

  Yes

  No

  N/A

• Attachment and separation anxiety and appropriate responses

  Yes

  No

  N/A

• Babies/infants games

  Yes

  No

  N/A

• Care giving practices within different cultural groups

  Yes

  No

  N/A

• Child protection policy of service

  Yes

  No

  N/A

• Cultural practices and beliefs about food provision

  Yes

  No

  N/A

• Current understanding of use of licensed and approved equipment e.g. cots, pushers, walkers etc and the appropriate and safe use of restraints

  Yes

  No

  N/A

• Definition of baby/infant

  Yes

  No

  N/A

• Dietary requirements for infants

  Yes

  No

  N/A

• Different practices and routines used by different families and their underlying cultural or personal rationale

  Yes

  No

  N/A

• Different types of child abuse

  Yes

  No

  N/A

• Disease spread and transmission

  Yes

  No

  N/A

• Fat contents of foods

  Yes

  No

  N/A

• Fibre content of different foods

  Yes

  No

  N/A

• Food and formulae preparation and cooking

  Yes

  No

  N/A

• Guidelines for infection control

  Yes

  No

  N/A

• Impact of foods and drinks on dental health

  Yes

  No

  N/A

• Impact of poor nutrition on infant and baby health, including dental health and childhood obesity

  Yes

  No

  N/A

• Indicators of child abuse

  Yes

  No

  N/A

• Individual babies/infants needs and wants

  Yes

  No

  N/A

• Individual differences of babies/infants need for rest and sleep/rest patterns

  Yes

  No

  N/A

• Introduction of solids

  Yes

  No

  N/A

• Nutritional needs of babies/infants

  Yes

  No

  N/A

• Organisation standards, policies and procedures

  Yes

  No

  N/A

• Organisation standards, policies and procedures

  Yes

  No

  N/A

• Organisation standards, policies and procedures

  Yes

  No

  N/A

• Policies, regulations and guidelines about hygiene standards for food handling

  Yes

  No

  N/A

• Road safety awareness

  Yes

  No

  N/A

• Road safety procedures

  Yes

  No

  N/A

• Role of breast feeding for meeting the nutrition needs of babies

  Yes

  No

  N/A

• Role of formulae feeding to meet the nutrition needs of babies

  Yes

  No

  N/A

• Social development of babies/infants

  Yes

  No

  N/A

• Storage of food - temperatures

  Yes

  No

  N/A

• Storage of food - temperatures

  Yes

  No

  N/A

• The dependent nature of babies/infants

  Yes

  No

  N/A

• Undertake risk assessment for the prevention of injury

  Yes

  No

  N/A

• State/territory requirements about responding to indications of abuse and reporting process

  Yes

  No

  N/A

• Unintentional injury patterns amongst babies, infants and children

  Yes

  No

  N/A

• Essential skills:

It is critical that the candidate demonstrate the ability to:

• Assess and report appropriately to babies' needs

  Yes

  No

  N/A

• Provide a secure and safe environment for babies and infants Needs for secure and consistent care will be met in a range of ways, depending on factors within the setting

  Yes

  No

  N/A

A range of provisions may include:

• Consistent care giving

  Yes

  No

  N/A

• Consistent practices

  Yes

  No

  N/A

• Consistent responses

  Yes

  No

  N/A

• Use of routines

  Yes

  No

  N/A

Responses to hurt baby/infant may include:

• Application of ice packs, antiseptic cream, band aid

  Yes

  No

  N/A

• Comfort, cuddle

  Yes

  No

  N/A

Responses to distressed baby/infant may include:

• Cuddles, comfort

  Yes

  No

  N/A

• Listening, talking to quietly

  Yes

  No

  N/A

• Use of transition object

  Yes

  No

  N/A

The physical environment may need:

• Spaces for quiet and seclusion

  Yes

  No

  N/A

• To allow movement between different areas

  Yes

  No

  N/A

• To be able to change to adapt to different needs

  Yes

  No

  N/A

• Provide quality physical care for babies/infants including ensuring adequate rest, nutritionally adequate food and drink and using and promoting hygienic practices

  Yes

  No

  N/A

• Provide nutritionally adequate food and drink which vary according to age, culture, development and needs of the baby/infant

  Yes

  No

  N/A

• Provide opportunities for rest and vary according to the age of the baby/infant, their cultural background, development and needs

  Yes

  No

  N/A

It is critical that the candidate demonstrate the ability to:

Provide all aspects of physical care to babies/infants, including:

• The provision of food and drink

  Yes

  No

  N/A

• Provides adequate food and drink which is varied according to age, culture, development and needs of the baby/infant

  Yes

  No

  N/A

• Apply organisation accepted procedures for nappy changing

  Yes

  No

  N/A

• Apply safe sleeping practices for babies/infants including prevention measures for Sudden Infant Death Syndrome (SIDS)

  Yes

  No

  N/A

Prepare food which is nutritious and suitable for babies/infants Assessors are recommended to particularly look for:

• Food is nutritious and the 5 food groups are provided over a day, as suitable to baby/infant

  Yes

  No

  N/A

• Food is fresh wherever possible

  Yes

  No

  N/A

Food provided for babies/infants

• Food and milk is warmed and tested for temperature

  Yes

  No

  N/A

• Correct preparation and handling of formulae and expressed breast milk

  Yes

  No

  N/A

• Solid food is introduced appropriately

  Yes

  No

  N/A

• Respond quickly to emergencies and implement correct procedures including administering first aid

  Yes

  No

  N/A

• In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

• Appropriate response to attachment and separation anxiety

  Yes

  No

  N/A

• Care giving practices within different cultural groups

  Yes

  No

  N/A

• Common childhood illnesses - recognition, management strategies

  Yes

  No

  N/A

• Food preparation including cooking

  Yes

  No

  N/A

• Interpersonal relationship

  Yes

  No

  N/A

• Making decisions under pressure

  Yes

  No

  N/A

• Menu planning

  Yes

  No

  N/A

• Nurturing

  Yes

  No

  N/A

• Time management

  Yes

  No

  N/A

• Writing incident records

  Yes

  No

  N/A

• Maintain a calm, reassuring manner with babies/infants

  Yes

  No

  N/A

• Take into account opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

  Yes

  No

  N/A

• Comments

• EMPLOYER DECLARATION: I declare that a fair, valid, reliable and flexible assessment has been conducted with this student, and I have provided appropriate feedback

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• STUDENT DECLARATION: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.

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• BRIGHT FUTURES TRAINING COLLEGE ASSESSOR DECLARATION

• I have reviewed this process for assessment of this student's DEMONSTRATION OF PRACTICAL SKILLS and I deem the outcome to be:

  Competent

  Not Yet Competent

• Bright Futures Training College Assessor Signature

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