2022

CHCECE002
ENSURE THE HEALTH AND SAFETY OF CHILDREN
HANNAH YEO DAVID
CHCECE002 Ensure the Health and Safety of Children

1. a) Chickenpox can be prevented by immunisation. Fully immunised communities offer the best protection against chickenpox. Examples of
the actions that should be taken in the room for infection control are.
• Cough or sneeze into your inner elbow rather than your hand.
• After you used a tissue to cover your nose or mouth when coughing or sneezing, put the tissue in the bin immediately.
• Clean your hands.
• Ensure that staff practice appropriate cough and sneeze etiquette and hand hygiene.
• Do not share eating utensils, food or drinking cups
• Thoroughly wash toys that infants and toddlers put into their mouth.
c) Incubation Period
• The average incubation period for varicella (chickenpox) is 14-16 days, however it may range from 10 to 21 days.
Exclusion Period
• If your child still has varicella, they should be excluded until all the blisters have dried. This is usually at least 5 days after the rash first
appeared in non-immunised children and less in immunised children. 1. b)
Symptoms
• Varicella also known as chicken pox is a highly infectious disease caused by the virus known as varicella or varicella zoster. The disease
starts with cold-like symptoms, such as a runny nose, mild fever, cough, and fatigue, and these are followed by a characteristic spotty rash.
The rash usually starts on the trunk of the body and quickly spreads all over the body. It can develop inside the ears, nose, and mouth; on
the eyelids; and within the vagina. It continues to spread for 3 or 4 days and is usually very itchy. Within a few hours after each spot
appears, a blister form. It may appear full of yellow fluid. After a day or so, the fluid turns cloudy. These spots are easily broken and form a
scab. The spots heal at different stages, some faster than others, so it is possible the child may have the rash in several stages at once.

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 2. When witnessing medication being given to a child you must make sure
• A Senior educator who holds a current first aid certificate to administer medication with a responsible person to witness this.
• A medication permission form is completed and signed by the child’s parent or authorised nominee.
• The medication is within its use by/expiry date.
• The medication is in its original packaging/container with the attached pharmacy dispensing label or registered medical practitioner’s
written instructions in English, clearly showing the child’s name, dosage, and frequency to be administered. Both educators are to read the
direction given by parents on the medication form and the instructions from the container to ensure they are the same and instructions
are clear.
• Both the educators are to identify the child receiving the medication and agree this child is the correct child to be given the medication.
• Check the dosage is consistent with what is on the container. A Senior educator is to then measure the dosage and show the responsible
person to check.
• The responsible person will ensure dosage is correct as per instructions. Senior educator will give medication to child.
• Both Senior educator and responsible person will sign, date and time the medication form.
• Medication will then be stored correctly and inaccessible to children.

An appropriate way of storing medication is to store all medication in a labelled and locked medication cabinet/cupboard. For medications that
require refrigeration, you would store these at the back of the fridge’s top shelf in a labelled and locked child proof container. You would keep the
keys of these locked medication cabinets/containers in a secure location, which is inaccessible to children.

3. If a child vomits and further develops a temperature the actions you would follow whilst in your care are making sure you separate the ill
child from other children as that is the most common way to spread germs/virus. Clean up immediately once placing the child in a safe and
comfortable environment as it protects others from getting sick. For example, they could lie on a cushion or mat in a corner of the room,
where you can still comfort and supervise them. You would monitor the amount the child is vomiting and document the time and amount
as they could be vomiting more than once. Don’t give the child any medication to stop the vomiting unless it’s been prescribed by a doctor.
Offer clear liquids such as water once the child has stopped vomiting, sips of water can help as the child may be dehydrated. For children
under the age of one do not offer fruit juice or liquids that are high in sugar as they do not have the right amount of mix of electrolytes and
can make the child feel worse. It is common for a child to develop a temperature after vomiting. The normal temperature for a child is up
to 38°C, if the child has a fever use a thermometer to take their temperature and mark and record every 15min what their temperature is
before their parent/guardian arrives. Offer plenty of fluids to drink as prolonged fever can lead to dehydration. Remove unnecessary

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 clothing to make the child feel comfortable. You will inform the parents in this scenario is to give them a courtesy call if you notice at the
start if the child looks unwell or not themselves. Once the child vomits and has a temperature you would notify the parent immediately
and ask them to come pick them up from the centre. You would notify to the parents the actions that took place, the time, an update on
the child currently and discuss a plan that would be taken after they pick the child up if it’s serious.

4. Confidentiality is a fundamental component of good quality education and care. It safeguards the privacy of families and children, as well
as promoting trust between families and service providers. Educators have a legal responsibility but also, it’s important to maintain a
trusting relationship between families and educators.

• children’s health status, immunisation, external agency information, custodial arrangements, incident records and medication records
must be stored securely where only authorized people can access them.
• both hard copies such as paper files, and electronic information should be securely stored. Personal information should not be left lying
around for other parents or staff members to see. Additional security considerations for electronic information include the location include
computer passwords and use of firewalls and security software.
• ensure that all health information collected from parents or legal guardians is not disclosed without the prior knowledge or consent from
the parent or guardian.
• follow your service’s policy on the collection, storage, use, disclosure, and disposal of personal information.
• conversations about children and their families must not be conducted at the service in the presence of or be overheard by those not
entitled to know the information.
• discussion of individual children’s health information outside of the work-related environment is also a breach of confidentiality.

5. Many factors need to be considered when setting up rest/sleep environment for children. These include

• Providing adequate/appropriate sound, light, ventilation, and room temperature.

• Rest and sleep areas can be offered in a quiet space away from busy areas of the room such as entry doors and exit doors to outside areas.
• Removing any dangerous objects that could be in reach of children when sleeping
• Having a safe sleeping environment for the child, for example if there are picture frames hanging up or shelves you wouldn’t place a child
near there to sleep as it can fall.
• Beds should be arranged to reduce the risk of cross infection and easy access to move between the beds

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 • All linen and equipment that the centre uses for their bedding should be cleaned daily to stop germs from spreading and mattresses must
be wiped down with a neutralising detergent after use.
• Provide appropriate quiet play activities for children who do not sleep or rest.

Each child's sleep habits are individual and may depend on their temperament. Some babies are easy going and adapt to new situations quickly
while others need a routine that is the same every day. Creating a daily schedule and making a smooth transition to rest time can help children
adjust to this environment. Turn the lights down low and play some soft music as children are finishing lunch. This signals that it is time for rest.
Children relax most easily if rest time is similar to their experiences at home. An important question to ask parents is how their child likes to fall
asleep. By allowing children to bring special items from home if they are part of the sleep routine can help children to adjust to the new
environment. Finding out how a child is treated at home etc Rocking, patting, back rubs, or simply leaving him/her on his/her own are some of the
many ways that adults help children go to sleep.

Information regarding the child sleep is important to communicate and can be communicated effectively via a courtesy call to let them know how
the child routine is doing or letting them know if anything serious has risen. Letting the parent know when they arrive to pick the child up is also
another option.

6. The strategies I use to respect the child’s privacy during toileting etc, is I always try to encourage the child to develop their self-help skills and
independence. If toilet training, I always create a positive and safe environment for the child, so they feel relaxed and calm. I always try to
encourage them to give it ago and try to it on their own and to let them know if they need support, I am there to guide them. A strategy I use to
make them feel comfortable is I often ask how their day is going or give them words of encouragement.

7. Scenario 1. In this scenario I would ask them for consent to apply sunscreen to any exposed areas of their body. In this scenario I would check
with the parents and ask them if it’s ok for them to wear a hat over their head covering and if it’s ok for me to apply sunscreen. If they said no, I
would the suggest and explain to them that an alternative option is to place them under cover/ in the shade, so they aren’t exposed to the sun.

Scenario 2: If a child is dressed in multiple layers of clothing and we are preparing to go outside, I would ask them if it’s ok to take some of their
layers off. I would then let the parents know later and maybe suggest bringing the child in with thinner layers. I would explain that sometimes
children can overheat etc in multiple layers of clothing. If for cultural reason the child wears multiple layers, I would set up some activities in the
shade so then they still have the option of being outside.

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 8. Personal Hygiene Practices

• Talk about consequences. Help them to understand why this new routine is necessary. If you don’t wash your hands, you are
spreading bathroom germs around and you or others could get sick.
• Provide an incentive. For young kids, consider handing out a small, non-food treat (like a sticker) once the child has checked off
one of their personal hygiene tasks.
• Introduce educational resources. Sometimes children learn better in different ways. There are many books and videos out
there that can help you teach your child about personal hygiene.

Oral Health/ hygiene and tooth decay

• Allow them to choose a toothbrush – there are many different colours and designs of toothbrush. This will make them much
happier and more excited to brush their teeth.
• Play some music – if the child has a favourite song or jingle you might like to play this in the bathroom as they brush their teeth.
Brushing should go for about 2 minutes, so you might like to set a timer. This will make brushing their teeth a fun experience.
• Books and Videos on Dental Hygiene – sit down with your child to read a book or watch a video on dental hygiene. There is no
shortage of content available, and the creators ensure the content is engaging and fun for kids.

Fire Safety
• Children should practice feeling their way out of the home in the dark or with their eyes closed. Turn this into a game by
blindfolding your child and asking them to feel their way to a designated area. Childcare providers can set it up as an obstacle
course, and then provide cues and help so that when they reach a designated endpoint.

Health and Hygiene practices

• Nursery rhymes
By teaching them nursery rhymes the catchy songs can be repeated throughout the day until the kids remember them by heart.
For example, the Washing Hands song teaches children the steps to properly wash their hands to keep dirt and germs away.

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 Sun Safety
• Setting up a sunscreen station at childcare, near the door or bathroom bench. Apply the sunscreen at the same time so children
can watch how you do it and follow your examples. With younger kids you would apply it for them. They can add squiggles of
sunscreen to any part of their arms and legs not covered with clothing. Whilst applying sunscreen you can sing a song as well.

9. This question has been attached separately from this document.

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10. a)
Chicken Coop
PLAYGROUND
FIRE PIT BIKE TRACK

STAFF 2
GATE

STAFF 1

WOODEN
PLATFORM
SAND PIT

GARDEN
STAFF 4 SHED
BED

STAFF 3
CUBBY HOUSE
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Gate to baby’s outdoor
area
 10 a) Above is a diagram of the outside area of the Mercy Care Thornlie Centre. I have dispersed the staff equally in the areas of most high
risk. I’ve placed them at each corner to cover all areas of the outside area. I’ve placed staff 1 at the main gate for entering and near the
firepit, as even though the gate is locked it is the most open area that anyone from the outside could have potential access to. This is the
one of the most high-risk places outside. A staff next to the firepit and gate is important as it is not as open as the rest of the outside areas.
Staff 2 has been placed in between the bike track and playground so they can keep an eye out on both surroundings. The bike track can be
identified as a high-risk area, as a lot of motion and activity happens here. Kids riding on the bikes and bumping into each other and causing
injury can happen, therefore I placed a staff here. While also monitoring the playground ensuring all kids are playing safe is important.
Another reason why I placed a staff here is also to make sure the kids keep the bikes on the bike track and don’t trail off it into other open
areas outside causing potential accidents and injuries. Staff 3 has been placed near the cubby house and sandpit as majority of the children
are around this area. I’ve placed all the staff in places where they can see even though they are monitoring a certain section they can still
have access to see all surroundings of the outdoor area. Staff 3 and 4 both have eye access to seeing the sandpit. The wooden platform is a
higher platform to get into the sandpit, staff are placed around here as sometimes if it’s wet children can potentially slip on it or fall off.
I’ve placed staff 4 near the Garden bed but also in the open area where the children run about. Sometimes in the open area we set up little
activities such as drawing or toys. This staff is important as they can watch the open areas and the mini activities going on.

b) Before leaving an indoor or outdoor environment, you must make sure you do a headcount of children in the area you were just in. This is
important as you need to know that no children have been missed out or left outside/indoors on their own. Before leaving you must go
and do a check of all areas as well to make sure no hazards have been left out or children are left out. For example, in an outdoor scenario,
you would go outside and check all the small areas such as the cubby house to make sure you haven’t missed a child. You would check all
the areas that they could potentially hide in.

11 a) On arrival/departure the parent/guardian/authorised person is required to record, sign and date the arrival and departure time of each
child. This record of attendance is a legal document that is used as evidence of attendance – and, importantly, used to account for all children
in an emergency evacuation. To ensure that they are realised to the authorised parent, when the parent comes to pick them up they need to
provide their driver’s license or a form of identification to show they are related to the child. If a family friend, aunty etc are picking the child
up, the parent/guardian should advise the centre beforehand. And the family friend etc should still provide proof of identity to the centre, to
ensure that the child is released to the right person.

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 b) Creating a pre-registration feature before entering the centre.
Streamline process of visitors. Once the visitor arrives, they need to sign in on iPad. An automatic notification can ensure that the manager
receives an email or SMS of their arrival. Ensuring the visitors have a WWCC and a police clearance before entering.

12. Educators can protect themselves from sunburn by applying a broad-spectrum sunscreen to all exposed skin 20 minutes before going
outdoors, and by wearing broad brimmed hat and clothing that covers neck and shoulders. Educators can also assist children to become
‘SunSmart’ by teaching them basic sun-protection strategies, and by modelling practices that promote and encourage positive attitudes
and habits in relation to skin protection. This can be by

• children wear loose-fitting clothing that covers the shoulders, neck, chest, and upper arms

• a SPF30+ broad-spectrum sunscreen be applied to areas of children’s skin not protected by clothing at least 20 minutes before going
outdoors

• babies under 12 months should not be exposed to direct sunlight

• all children wear a broad-brimmed hat, a bucket hat or a legionnaire-style hat at all times when outdoors

• the outdoor play space includes natural shade and built shade

• The timing of outdoor play is adapted to avoid the hottest part of the day

13. a) Store all dangerous chemicals, substances and medicines in their original containers provided by the manufacturer. All labels and/or
use by dates should be always kept intact. Any substance found to be stored in a different container than originally provided, or with
destroyed labels and/or unknown use by dates where appropriate will not be used under any circumstances. Containers should be
disposed of correctly following local council guidelines, and not reused under any circumstances. All dangerous chemicals, substances and
equipment must be stored in a locked place or facility which is labelled, secure and inaccessible to children. The centre will keep a register
of all hazardous chemicals, substances and equipment used at the Service. Information recorded should include where they are stored,
their use, any risks, and first aid instructions and the current SDS. The register will be readily accessible.

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b) To ensure awareness of chemicals, they should have signal words as they provide immediate warning to the reader, an example are words like
danger or warning. Hazard statement should be on there as they describe the nature and severity of the chemical hazard based on the chemical
classification. Eg, may cause respiratory irritation. Pictograms should be on there as they provide a pictorial representation of the type of hazard
that can be easily recognised at a glance.

14.
1. Take the epinephrine auto-injector out of its package.

2. Remove the blue safety cap.

3. Hold the auto-injector in your fist. The needle comes out of the orange end, so be careful not to hold your hand over the end.

4. Push the end with the needle firmly against the side of the child's thigh, about halfway between the hip and knee. Inject the medicine into
the fleshy outer portion of the thigh. Do not inject into a vein or the buttocks.

5. You can give the injection through clothes or on bare skin.

6. Hold the auto-injector in place until all the medicine is injected—usually no more than 3 seconds.

7. Remove the needle by pulling the pen straight out. A protective shield will cover the needle as soon as it is removed from the thigh. Put the
injector back into its safety tube. Give it to EMS when they arrive.

8. Massage the area after the injection.

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15.

• Education and Care Services National Regulations – Regulation 77: Health, Hygiene and Safe Food Practices: <
https://www.legislation.nsw.gov.au /#/view/regulation/2011/653/chap4/part4.2/div1/reg77
• Quality Area 2: Children’s health and safety. 2.1.2: Effective illness and injury management and hygiene practices are promoted and
implemented
• NQS 2.2/SAFETY/Each child is respected
2.2.1/SUPERVISION/At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard
2.2.2/INCIDENT AND EMERGENCY MANAGEMENT/Plans to effectively manage incidents and emergencies are developed in consultation
with relevant authorities, practiced, and implemented
2.2.3/CHILD PROTECTION/Management, educators and staff are aware of their roles and responsibilities to identify and respond to every
child at risk of abuse or neglect
7.1.2/MANAGEMENT SYSTEMS/Systems are in place to manage risk and enable the effective management and operation of quality service

Sources
• The Big Picture, Karen Kearns
• https://www.health.gov.au/health-topics/immunisation/when-to-get-vaccinated/national-immunisation-program-schedule
• https://www.safeworkaustralia.gov.au/law-and-regulation/codes-practice
• https://www.careforkids.com.au/childcarenews/september08/story3.html
• https://www.webmd.com/allergies/allergy-symptoms
• https://www.mayoclinic.org/diseases-conditions/allergies/symptoms-causes/syc-20351497
• https://www.safeworkaustralia.gov.au/system/files/documents/1702/managing_risks_of_hazardous_chemicals2.pdf
• https://ssoshc.com.au/wp-content/uploads/2019/03/Safe-Storage-of-Hazardous-Chemicals-QA2-QA3-V1.5.18.pdf
• https://www.ecms.org.au/sites/default/files//ECMS%20policies%20and%20procedures/3.2%20Storage%20%20Handling%20of%20Hazard
ous%20Substances.pdf
• https://www.allergy.org.au/hp/anaphylaxis/ascia-action-plan-for-anaphylaxis
• https://www.healthline.com/health/asthma/mild-persistent-asthma#classification
• https://www.nationwidechildrens.org/conditions/vomiting
• https://www.childrens.com/health-wellness/what-to-do-when-your-child-has-a-fever
• https://kidshealth.org/en/parents/vomiting-sheet.html

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 • https://www.fairview.org/Patient-Education/Articles/English/w/h/a/t/_/What_to_do_When_Your_Child_is_Vomiting_89539
• https://www.rch.org.au/kidsinfo/fact_sheets/Fever_in_children/
• https://www.sunsmartnsw.com.au/wp-content/uploads/2015/11/Childcare-policy1.pdf

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