unit 1 3 121214
TRANSCRIPT
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