CHC50908 Diploma of Children s Services. CHC50113 Diploma of Early Childhood Education and Care. Transition RPL Kit

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1 CHC50908 Diploma of Children s Services CHC50113 Diploma of Early Childhood Education and Care Transition RPL Kit

2 blueprint Transition RPL Blueprint Project LLC. Except as provided by the Copyright Act 1968 and as stated in the terms and conditions, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of Blueprint Project LLC. No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. This work has been prepared for use as part of structured vocational education and training and should only be used within that context. The information contained herein was correct at the time of preparation. Modification History Version Number Date Changes 1 10/07/2014 v.1 Blueprint Project s materials are designed to support the principles of assessment (validity, reliability, flexibility, fairness) and to guide assessors to apply the rules of assessment evidence (validity, sufficiency, currency, authenticity) for Recognition of Prior Learning. 1

3 blueprint Transition RPL This streamlined kit assists in the process of transitioning from CHC50908 Diploma of Children s Services (Early childhood education and care) to. Use this transition RPL kit with candidates who have completed CHC50908 Diploma of Children s Services and want to attain. This kit provides candidates with an opportunity to demonstrate their competency of the identified gaps (performance criteria, performance evidence and knowledge evidence) between the units in CHC50908 and CHC Competency Mapping Competency Questions Workplace Tasks Workplace Observation Third Party Report Record of Outcome The structure of this kit is outlined in the Qualification Equivalency Table and the Cluster Bank. Transition RPL tools included in this kit Transition RPL Detailed overview and instructions on how to use this kit, including the Cluster Bank (an outline of the components of competency included in each cluster) and the Qualification Equivalency Table (map of old units to new units) A tool that maps competency questions and practical tasks to all aspects of competency within each unit A tool used to gather evidence of a candidate s knowledge of the identified gaps A tool used to gather evidence of a candidate s skill in the identified gaps A tool used to document evidence of a candidate s skill in the identified gaps through observation of Workplace Tasks A tool that verifies the candidate s competency in their job role relating to workplace expectations and performance criteria A document to notify the candidate of their RPL outcome and any additional steps required to achieve the qualification 2

4 Competency Mapping Competency Questions Workplace Tasks Workplace Observation Third Party Report Record of Outcome blueprint Instructions Review Competency Mapping prior to commencing the transition RPL process with candidate Determine if there are areas the candidate does not need to complete Conduct a competency conversation with the candidate Combine relevant questions with tasks, when possible (streamline) Contexualise the questions to the candidate s specific area of work or population/demographic, etc. Provide Workplace Tasks document to the candidate Combine relevant questions with tasks (streamline) Combine tasks for streamlined assessment Contextualise workplace tasks to the candidate s specific area of work or population/demographic, etc. Observe candidates performing the workplace tasks Use the Workplace Observation in conjunction with the Workplace Tasks Record and date your observations Give to candidate to seek completion by their nominated workplace supervisor Assessors must verify the information provided is correct and accurate Use to inform candidate of your determination Provide any additional steps required to achieve the qualification, if necessary Transition RPL 3

5 OLD CHC50908 Diploma of Children s Services blueprint Qualification Equivalency Table NEW Summary of Inclusion CHCCS400C Work within a relevant legal and ethical framework CHCCS400C Work within a relevant legal and ethical framework No gaps. Not included in this kit. N/A CHCECE001 Develop cultural competence Transition RPL New unit. Not included in this kit. The entire unit needs to be completed. CHCCN301C Ensure the health and safety of children CHCECE002 Ensure the health and safety of children Gaps. Included in this kit. CHCCN302A Provide care for children CHCECE003 Provide care for children Gaps. Included in this kit. CHCCN303A Contribute to provision of nutritionally balanced food in a safe and hygienic manner CHCCN3055 Provide care for babies (ELECTIVE) CHCECE004 Promote and provide healthy food and drinks Gaps. Included in this kit. New core. Previously an elective. Gaps. Included in this kit. CHCIC301E Interact effectively with children CHCECE007 Develop positive and respectful relationships with children Gaps. Included in this kit. N/A CHCCN511B Establish and maintain a safe and healthy environment for children CHCFC502A Foster physical development in early childhood CHCFC503A Foster social development in early childhood CHCFC504A Support emotional and psychological development in early childhood CHCFC505A Foster cognitive development in early childhood CHCFC506A Foster children s language and communication development N/A CHCIC501B Manage children s services workplace practice to address regulations and quality assurance CHCIC510A Establish and implement plans for developing cooperative behaviour CHCECE009 Use an approved learning framework to guide practice CHCECE016 Establish and maintain a safe and healthy environment for children CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE018 Nurture creativity in children CHCECE019 Facilitate compliance in an education and care services New unit. Not included in this kit. The entire unit needs to be completed. Gaps. Included in this kit. Gaps. Included in this kit. New unit. Not included in this kit. The entire unit needs to be completed. CHCECE020 Establish and implement plans for developing cooperative behaviour Gaps. Included in this kit. Gaps. Included in this kit. 4

6 OLD CHC50908 Diploma of Children s Services CHCIC512A Plan and implement inclusion of children with additional needs CHCPR502E Organise experiences to facilitate and enhance children s development blueprint NEW CHCECE021 Implement strategies for the inclusion of all children CHCECE022 Promote children s agency Summary of Inclusion Gaps. Included in this kit. Gaps. Included in this kit. CHCPR509A Gather, interpret and use information about children CHCECE023 Analyse information to inform learning Gaps. Included in this kit. CHCPR510B Design, implement and evaluate programs and care routines for children CHCRF511A Work in partnership with families to provide appropriate care for children CHCECE024 Design and implement the curriculum to foster children s learning and development CHCECE025 Embed sustainable practices in service operations CHCECE026 Work in partnership with families to provide appropriate education and care for children Gaps. Included in this kit. Transition RPL New. Not included in this kit. The entire unit needs to be completed. Gaps. Included in this kit. CHCCHILD401B Identify and respond to children and young people at risk CHCPRT001 Identify and respond to children and young people at risk Gaps. Included in this kit. HLTFA311A Apply first aid HLTWHS300A Contribute to WHS processes (ENTRY REQUIREMENT) HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (ELECTIVE) HLTAID004 Provide an emergency first aid response in an education and care setting HLTWHS003 Maintain work health and safety HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people Not included in this kit. RPL for this unit is not recommended. New core. Previously an entry requirement. Gaps. Included in this kit. New core. Previously an elective. No gaps. Not included in this kit. 5

7 blueprint Cluster Bank This table outlines the clustered components (performance criteria, knowledge evidence and performance evidence) in the Competency Questions, the Workplace Tasks and the Workplace Observation, and their corresponding units of competency. Clusters Units of Competency Relevant Elements 1. Babies and Toddlers 2. Positive Mealtimes 3. Respect CHCECE003 Provide care for children CHCECE004 Promote and provide healthy food and drinks CHCECE007 Develop positive and respectful relationships with children CHCECE002 Ensure the health and safety of children CHCECE007 Develop positive and respectful relationships with children CHCECE022 Promote children s agency CHCECE026 Work in partnership with families to provide appropriate education and care for children 1. Promote safe sleep 3. Promote quality mealtime environments 5. Develop relationships with babies and toddlers 1. Provide physical care 1. Promote healthy eating 3. Promote quality mealtime environments 1. Communicate positively with children 2. Provide opportunities to meet each child s need for sleep, rest and relaxation 2. Provide positive nappy-changing and toileting experiences 5. Develop relationships with babies and toddlers 3. Support and respect children 4. Maintain the dignity and rights of children 4. Support children to participate 2. Provide information to families about their child Transition RPL 6

8 Clusters Units of Competency Relevant Elements 4. Communicating with Families 5. Information and Reporting 6. Social Development 7. Emotions and Behaviour blueprint CHCECE002 Ensure the health and safety of children CHCECE004 Promote and provide healthy food and drinks CHCECE026 Work in partnership with families to provide appropriate education and care for children CHCECE002 Ensure the health and safety of children CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE023 Analyse information to inform learning CHCECE024 Design and implement the curriculum to foster children s learning and development CHCPRT001 Identify and respond to children and young people at risk CHCECE007 Develop positive and respectful relationships with children CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE020 Establish and implement plans for developing cooperative behaviour Transition RPL 1. Support each child s health needs 2. Provide opportunities to meet each child s need for sleep, rest and relaxation 2. Plan food and drinks that are nutritious and appropriate for each child 1. Promote safe sleep 2. Provide positive nappy-changing and toileting experiences 3. Promote quality mealtime environments 4. Create a healthy and safe supporting environment 6. Develop relationships with families 1. Provide families with opportunities to be involved in the service 2. Provide information to families about their child 3. Provide information to families about the service 4. Provide information about community services and resources 1. Support each child s health needs 3. Implement effective hygiene and health practices 6. Foster an environment for holistic learning and development 1. Gather and document information about children 2. Monitor children s learning and development 4. Share information appropriately 3. Design learning experiences to foster children s learning and development 5. Assess and evaluate planned and unplanned teaching and learning 2. Report indications of possible risk of harm 5. Develop relationships with babies and toddlers 4. Maintain the dignity and rights of children 2. Foster social development 4. Help children with change 5. Develop relationships with babies and toddlers 3. Support and respect children 4. Maintain the dignity and rights of children 1. Establish and apply limits and guidelines for behaviour 4. Implement and monitor behaviour plan 7

9 Clusters Units of Competency Relevant Elements 8. Communication 9. Environment and Routine 10. Play and Learning blueprint CHCECE007 Develop positive and relationships with children CHCECE007 Develop positive and respectful relationships with children CHCECE016 Establish and maintain a safe and healthy environment for children CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE022 Promote children s agency CHCECE024 Design and implement the curriculum to foster children s learning and development CHCECE002 Ensure the health and safety of children CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE022 Promote children s agency CHCECE023 Analyse information to inform learning 5. Develop relationships with babies and toddlers 1. Communicate positively with children 2. Interact positively with children 4. Maintain the dignity and rights of children 2. Provide positive nappy-changing and toileting experiences 5. Develop relationships with babies and toddlers 3. Support and respect children 4. Maintain the dignity and rights of children 2. Provide for each child s comfort Transition RPL 3. Foster emotional development 4. Foster cognitive development 6. Foster an environment for holistic learning and development 1. Establish a learning environment that reflects children s interests 2. Provide opportunities that stimulate learning and development 1. Develop appropriate settings and environments 4. Implement learning experiences to foster children s learning and development 2. Provide opportunities to meet each child s need for sleep, rest and relaxation 3. Adapt facilities to ensure access and participation 2. Interact positively with children 4. Foster cognitive development 5. Plan and provide developmentally appropriate experiences and opportunities to foster language and literacy development through play 2. Provide opportunities that stimulate learning and development 3. Design, implement and evaluate learning experiences for children 3. Use evidence to inform practice 8

10 Clusters Units of Competency Relevant Elements 11. Health and wellbeing 12. Safety and Supervision 13. Hygiene and Food Safety 14. Medical blueprint CHCECE002 Ensure the health and safety of children CHCECE003 Provide care for children CHCECE004 Promote and provide healthy food and drinks CHCECE016 Establish and maintain a safe and healthy environment for children CHCECE002 Ensure the health and safety of children CHCECE004 Promote and provide healthy food and drinks CHCECE016 Establish and maintain a safe and healthy environment for children CHCECE002 Ensure the health and safety of children CHCECE016 Establish and maintain a safe and healthy environment for children CHCECE002 Ensure the health and safety of children CHCECE016 Establish and maintain a safe and healthy environment for children Transition RPL 2. Provide opportunities to meet each child s need for sleep, rest and relaxation 5. Minimise risks 2. Promote physical activity 3. Adapt facilities to ensure access and participation 1. Promote healthy eating 2. Plan food and drinks that are nutritious and appropriate for each child 4. Create a healthy and safe supporting environment 5. Develop relationships with babies and toddlers 4. Take steps to control the spread of infectious diseases 4. Help children with change 5. Minimise risks 3. Maintain food safety while carrying out food-handling activities 1. Promote safe sleep 4. Create a healthy and safe supporting environment 1. Support each child s health needs 4. Take steps to control the spread of infectious diseases 5. Ensure adequate supervision of children 6. Take precaution to protect children from harm 7. Develop plans to effectively manage incidents and emergencies 3. Implement effective hygiene and health practices 2. Provide positive nappy-changing and toileting experiences 3. Promote quality mealtime environments 3. Promote and implement effective hygiene practices 6. Take precaution to protect children from harm 1. Support each child s health needs 3. Implement effective hygiene and health practices 7. Contribute to the ongoing management of asthma 1. Support each child s health needs 9

11 15. Inclusion Clusters Units of Competency Relevant Elements 16. Intentional Teaching 17. Quality Assurance 18. Workplace Health and Safety blueprint CHCECE021 Implement strategies for the inclusion of all children CHCECE022 Promote children s agency CHCECE023 Analyse information to inform learning CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE022 Promote children s agency CHCECE024 Design and implement the curriculum to foster children s learning and development CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE019 Facilitate compliance in an education and care service CHCECE022 Promote children s agency CHCECE023 Analyse information to inform learning CHCECE024 Design and implement the curriculum to foster children s learning and development HLTWHS003 Maintain work health and safety Transition RPL 1. Promote inclusion 2. Respect diversity 3. Identify children with barriers to learning 4. Develop a plan for support and inclusion 5. Implement strategies to meet the child s additional needs 4. Support children to participate 1. Gather and document information about children 2. Monitor children s learning and development 4. Foster cognitive development 5. Foster communication development 6. Foster an environment for holistic learning and development 2. Provide opportunities that stimulate learning and development 4. Implement learning experiences to foster children s learning and development 6. Facilitate team collaboration of assessments and evaluation in relation to child development and wellbeing 1. Interpret the National Quality Framework 2. Facilitate an organisation self- assessment 3. Assess and evaluate planned and unplanned teaching and learning 1. Gather and document information about children 3. Use evidence to inform practice 3. Design learning experiences to foster children s learning and development 1. Contribute to workplace procedures for identifying hazards and controlling risks 2. Implement policies and procedures into work team processes 3. Support consultation, cooperation and communication 10

12 blueprint Competency Mapping Transition RPL Kit Competency Mapping The performance criteria, performance evidence and knowledge evidence in each unit of the new qualification is mapped to correlating PCs, PE and KE in the old qualification OR mapped to the questions and tasks/observations provided in this kit. Some components have been mapped to both the old unit of competency and a question or a workplace task. This is to address a new portion of the PC, PE or KE that has been identified as a gap. Candidates should have completed the CHC50908 qualification, therefore the corresponding PC, PE and KE have already been ticked. Elements 1. Support each child s health needs Q WT/ O TPR Performance Criteria KEY Questions Workplace Tasks/ Observation Third Party Report Core Units CHC50908 Unit (if applicable) CHCECE002 Ensure the health and safety of children Q WT/O TPR Completed 1.1 Communicate with families about children s health needs 4 4 ü 1.2 Maintain confidentiality in relation to children s individual health needs 5, 14 ü Assist others to implement appropriate practices when administering medication Check the written authorisation form to administer medication from the parent or guardian Check the medication does not exceed the use-by date, is supplied in its original packaging and displays the child s name 1.6 Store medication appropriately 14 ü ü CHCCN301C 6.3 ü CHCCN301C 6.2 ü 1

13 Elements 2. Provide opportunities to meet each child s need for sleep, rest and relaxation 3. Implement effective hygiene and health practices 4. Supervise children to ensure safety blueprint Transition RPL Kit Competency Mapping Performance Criteria CHC50908 Unit Q WT/O TPR Completed (if applicable) 2.1 Ensure sleep and rest practices are consistent with approved standards and meet children s individual needs 11 ü 2.2 Provide appropriate quiet play activities for children who do not sleep or rest 11 ü 2.3 Respect children s needs for privacy during any toileting and dressing and undressing times 3 3 ü 2.4 Ensure children s and families individual clothing needs and preferences are met, to promote children s comfort, safety and protection within the scope of the service requirements for children s health and safety 3 3 ü 2.5 Share information about individual children s rest and sleep with families as appropriate 4 4 ü 3.1 Consistently implement hygiene practices that reflect advice from relevant CHCCN301C health authorities 1.5 ü 3.2 Support children to learn personal hygiene practices 13 ü 3.3 Implement the service health and hygiene policy and procedures consistently CHCCN301C 1.5 ü 3.4 Ensure that service cleanliness is consistently maintained CHCCN301C 1.1 ü 3.5 Observe and respond to signs of illness and injury in children and systematically record and share this information with families 5, 14 ü 3.6 Consistently implement the service policies for the exclusion of ill children 14 ü 3.7 Discuss health and hygiene issues with children ü 4.1 Supervise children by ensuring all are in sight or hearing distance at all times ü 4.2 Adjust levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities ü 4.3 Exchange information about supervision with colleagues to ensure adequate supervision at all times ü 2

14 Transition RPL Kit Competency Questions Competency Questions For Assessors Transition from: CHC50908 Diploma of Children s Services to Candidate Name Date Use these questions to facilitate a competency conversation with the candidate in order to gather evidence of their knowledge and level of performance (PCs) identified as gaps in this transition kit. Each question covers knowledge evidence and performance criteria from multiple units of competency. Refer to the Cluster Bank in the and the Competency Mapping to determine which units are covered in each question. It may not be necessary to ask all questions. Key points have been provided for assessors to prompt candidates, if necessary. They are not exhaustive or mandatory responses; they are provided as a guide. Look for information the candidate omits and ask them to elaborate when necessary. Use the box at the end of the key points to record details of the conversation and any contextualisation. Transition from CHC50908 Diploma of Children s Services to v. 1 July,

15 Competency Question 15: Inclusion Transition RPL Kit Competency Questions Discuss how your early childhood education program promotes the inclusion and participation of all children. Include the following: a) The range of additional needs children in your care may have and the implications for educators b) Strategies to support the inclusion of children with additional needs Question 15 Key Points - Tick the key points the candidate discusses The early childhood education program promotes the inclusion and participation of all children by: " Identifying children who may need additional support in order to achieve particular learning outcomes " Responding appropriately to children who may require additional support or attention " Understanding the different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs " Supporting all children regardless of background, gender, age or ability to fully participate as valued members of the group " Reflecting upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes " Developing own professional knowledge " Working in partnership with families, communities and other services and agencies " Demonstrating a belief in children s capacity to succeed in all interactions with families and children " Identifying areas of the service s philosophy and policies that relate to inclusion, equity and diversity and reflecting on related practice " Valuing different capacities and abilities, and respecting differences in families home lives " Recognising that diversity contributes to the richness of society and providing children with opportunities to explore this richness " Upholding all children s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions a) The range of additional needs children in your care may have includes: " Behavioural or psychological disorders " Child at risk of harm or illness " Family circumstances and needs " Health problems " Physical, sensory or developmental disability " Language difficulties " A child recently arrived in Australia from a very different culture " Children who have experienced torture and/or trauma " Children who have suffered dislocation " Cultural/religious practices Communication difficulties " " Giftedness Transition from CHC50908 Diploma of Children s Services to v. 1 July,

16 Transition RPL Kit Workplace Tasks Workplace Tasks For Candidates Transition from: CHC50908 Diploma of Children s Services to These tasks are used to gather evidence of your competency in the performance criteria and performance evidence identified as gaps from CHC50908 Diploma of Children s Services to CHC50113 Diploma of Early Childhood Education and Care. Your assessor will observe you completing these tasks. Often, there are components of the task you must complete before the assessor observes you. Read through all tasks before commencing. Transition from CHC50908 Diploma of Children s Services to v. 1 July,

17 Instructions Practical Task 15: Inclusion You may be asked to perform this task with at least three children of varying ages. You may be asked to perform this task more than once. Transition RPL Kit Workplace Tasks Part A A new child, who uses a wheelchair, is starting in your room next week. 1. Outline all of the issues that may come up for the children in the room as well as the child using the wheelchair. 2. Outline how you would work with the children to help ensure the new child s transition goes well. 3. Design and deliver two activities for the children that focus on inclusion, fairness, respect, equality, diversity, participation and independence for children who need additional support. Include in the activities any issues surrounding family interactions and home lives as well as how diversity contributes to the richness of society. Part B Identify a child in your centre who may need additional support in order to achieve a particular learning outcome and develop and implement a plan for their support and inclusion. 1. Collect and use data to form an accurate understanding of the barrier to the child s learning. 2. Identify any additional needs that may be present but not obvious. 3. Identify and implement strategies to help the child succeed, including those designed or suggested by family or other professionals. 4. Communicate with and provide support to others to implement the strategies. 5. Share information about the plan with all related people, including staff, families, specialists and other service agencies. 6. Reflect on the effectiveness of your plan and its impact on the child, and adjust accordingly. Part C Reflect on and write a report about how your centre uses equitable and effective ways to ensure all children have opportunities to achieve learning outcomes. 1. Identify and summarise the areas of your service s philosophy and policies that relate to inclusion, equity and diversity. 2. Explain how management assists in developing professional knowledge about inclusive practices. 3. Outline how the centre contributes to individualised, child- centred planning, service delivery and inclusive assessment practices. Provide specific examples. 4. Outline how curriculum decisions are made with a view to promoting inclusion and participation of all children. Provide specific examples. 5. Identify five suggestions to improve inclusion policies and practices at your centre. Transition from CHC50908 Diploma of Children s Services to v. 1 July,

18 Transition RPL Kit Workplace Observation Workplace Observation For Assessors Transition from: CHC50908 Diploma of Children s Services to Candidate Name Date This tool is used to gather evidence of a candidate s competency in the performance criteria and performance evidence identified as gaps in this transition kit. Each task covers performance criteria and performance evidence from multiple units of competency. Refer to the Cluster Bank and Competency Mapping to determine which units are covered in each task. It may not be necessary to complete all tasks. Use this tool in conjunction with the workplace tasks. Record details of contextualisation to the candidate s workplace and/or area of work for each practical task. Transition from CHC50908 Diploma of Children s Services to v. 1 July,

19 Transition RPL Kit Workplace Observation Competency Components Ensured curriculum decisions are made with a view to promoting inclusion and participation of all children Demonstrated a belief in children s capacity to succeed in all interactions with families and children Reflected upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes Developed own professional knowledge and worked in partnership with families, communities and other services and agencies Supported all children regardless of background, gender, age or ability to fully participate as valued members of the group Assisted, supported and encouraged each child s efforts to participate Workplace Observation 15: Inclusion Record what you observed Identified areas of the service s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice Valued different capacities and abilities, and respect differences in families home lives Date/ initial Date/ initial Transition from CHC50908 Diploma of Children s Services to v. 1 July,

20 Transition RPL Kit Third Party Report Third Party Report Transition from: CHC50908 Diploma of Children s Services to Candidate Name Date As part of the transition from CHC30712 Certificate III in Children s Services to CHC30113 Certificate III in Early Childhood Education and Care, the candidate is required to submit a report from their nominated workplace supervisor. Please answer the following questions about the candidate s ability to perform their work to a standard that is acceptable to your organisation. Your perspective and time are invaluable to this process. Only tick the box if the candidate performs the work tasks to your organisation s standards. Does the candidate consistently meet your organisation s performance standards for: CHCECE002 Ensure the health and safety of children by:! Communicating with families about children s health needs! Maintaining confidentiality in relation to children s individual health needs! Assisting others to implement appropriate practices when administering medication! Checking the written authorisation form to administer medication from the parent or guardian! Ensuring sleep and rest practices are consistent with approved standards and meet children s individual needs! Providing appropriate quiet play activities for children who do not sleep or rest! Respecting children s needs for privacy during any toileting and dressing and undressing times! Ensuring children s and families individual clothing needs and preferences are met, to promote children s comfort, safety and protection within the scope of the service requirements for children s health and safety! Sharing information about individual children s rest and sleep with families as appropriate! Observing and responding to signs of illness and injury in children and systematically recording and sharing this information with families Transition from CHC50908 Diploma of Children s Services to v. 1 July,

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