nzqa assessment support material contents level …...1.2 describing how the basic needs of children...

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ASM Unit Standard 10021 version 4 October 2012 New Zealand Qualifications Authority 2012

NZQA Assessment Support Material

Contents

Unit standard 10021 version 4

Describe the basic needs of children in an ECE service

Level 2 Credits 3

1. Teacher Guidelines

2. Candidate Instructions

3. Assessment Tasks

4. Assessment Schedule

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Teacher Guidelines



Level 2 Credits 3

This unit standard has 2 outcomes

Outcome 1 Describe the basic needs of children in an ECE service. Outcome 2 Describe the environmental influences on the provision of basic needs of children in an ECE service. Conditions

• Students may refer to other resources, such as their worksheets, textbooks, and the internet but must complete their own work using their own words.

• This assessment contains written tasks only. • Completion of the assessment will be individual.

• This assessment will be completed in class time.

Learning Contexts

• Assessment will occur in the candidate’s usual teaching and learning environment/context.

Notes for Assessors

• An early childhood education (ECE) service may include a centre-based service, hospital-based service, or home-based service. The home-based service may be nominated by the child’s parent, be the child’s own home, or the home of the educator. Evidence of one type of service is required in this unit standard

• Candidates for this unit standard should be familiar with the intent of Te Tiriti o Waitangi, which informs guidelines, procedures, and practices in the ECE sector.

• Three 'broad age groups' of children are defined in Te Whāriki. These are overlapping age categories and are defined as: infant – birth to 18 months; toddler – one year to three years; young child – two and a half years to school entry age.

• Whānau/families may be parents, guardians, or members of the extended family who have an interest in the child.

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Legislation

• Education (Early Childhood Services) Regulations 2008 • Care of Children Act 2004 • Human Rights Act 1993 • United Nations Convention on the Rights of the Child (UNCROC) 1989

References

• Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Retrieved from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx

• New Zealand Teachers Council. (2004). Code of ethics for registered teachers. Retrieved from http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.stm

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Candidate Instructions



Level 2 Credits 3

You will be assessed on:

1.1 Describing how children’s health and wellbeing is impacted by their basic needs

1.2 Describing how the basic needs of children in an ECE service may impact on learning and development

1.3 Describing how the basic needs of children will be provided for in an ECE service

2.1 Describing how environmental influences can impact on the provision of the basic needs of children in an ECE service.

Assessment Conditions:

• You may use your class notes or any other relevant material to help guide your responses which are to be written in your own words.

• This assessment has written tasks only.

• This is an individual assessment.

• This assessment will be completed in class time.

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Assessment Tasks



Level 2 Credits 3

Outcome 1


Task One 1.1, 1.2 & 1.3

Complete the following three tables, one for each age category.

For each age category you need to:

1. Describe each basic need 2. Describe how the basic needs of children in an ECE service:

• may impact on their health and wellbeing • may impact on their learning and development • are provided for

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Table 1.1: Infant Basic Need Description of basic need Impact on health and

wellbeing of infants in an ECE service

Impact on the learning and development of infants in an ECE service

How basic needs are provided to infants in an ECE service

Clothing

Shelter

Bathing and cleanliness

Sleeping

Nurturing

Feeding

Table 1.2: Toddler Basic Need Description of basic need Impact on health and

wellbeing of toddlers in an ECE service

Impact on the learning and development of toddlers in an ECE service

How basic needs are provided to toddlers in an ECE service

Clothing

Shelter


Sleeping

Nurturing

Feeding

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Table 1.3: Young child

Basic Need Description of basic need Impact on health and wellbeing of young children in an ECE service

Impact on the learning and development of young children in an ECE service

How basic needs are provided to young children in an ECE service

Clothing

Shelter


Sleeping

Nurturing

Feeding

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Outcome 2 Describe the environmental influences on the provision of basic needs of children in an ECE service

Task Two 2.1

Complete the five tables, describing the environmental influence and how it impacts on the provision of basic needs for a child in an ECE service.

Environmental influences include: • The health of a child (Table 1) • Safety (Table 2) • Education of children and parents (Table 3) • Culture (Table 4) • Whānau/family (Table 5)

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Table 2.1: Health of Child

Child’s Name:

Sione Age Category: � Infant � Toddler � Young Child

Sione has eczema triggered by eating dairy products. Sione’s scratching is causing bleeding which is showing through his clothing. Sometimes it is difficult to settle Sione to sleep in his own cot when his eczema is inflamed. It is the responsibility of the educators to nurture and care for the well-being of infants in their care such as Sione. An educator has decided to give Sione a nice relaxing bath. Not only will the bath clean him but it will also relax him. The ECE service has a special bath tub for infants to use at their centre. Sione will have a change of clean clothing before being fed. The educators need to ensure Sione is getting regular nutritious milk throughout the day.

How does the environment influence the provision of basic needs for the child in an ECE service? Environmental Influence

Clothing Shelter Bathing and Cleanliness

Sleeping Nurturing Feeding

Health of child

The mental and physical well being of the child – absence or presence of illness

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Table 2.2: Safety

Child’s Name:

Peti Age Category: � Infant � Toddler � Young Child

Peti has recently showed an interest in climbing. He climbs shelving in the play room, the high chairs in the dining area, cots in the sleep room and the toilet in the bathroom. The educators have decided to constantly monitor Peti’s safety by ensuring that the shelter they provide for Peti is safe and they have planned many indoor activities as a strategy to redirect Peti from climbing furniture. They have also set up plenty of climbing opportunities for Peti out in the play ground with safety mats. The educators also ensure Peti’s clothing will allow him adequate movement for climbing. Peti now sleeps on a stacking mat to avoid the temptation of climbing out of a cot. Peti also sits on a low chair while eating his meals. Peti is encouraged to wash his hands before each meal. The educators appreciate Peti’s developmental interests by providing positive guidance statements such as, “High chairs are for babies to eat in, and the adventure playground is for Peti to climb up.” It is important that all educators have positive attitudes towards Peti’s needs.




Safety The environment is set up in a way that protects children from harm

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Table 2.3: Education of parents and children

Child’s Name:

Luta Age Category: � Infant � Toddler � Young Child

Tusi is a new mother returning to work and is looking for an ECE service to enrol her daughter into. She is visiting an infant/toddler centre with her baby, Luta. An educator shows Tusi around the centre, showing Tusi where babies eat, sleep, play, bath and have their nappies changed. The educator also shows Tusi their sleep room policy and how each infant will have their own cot to sleep in. The educator also explains what Tusi would need to provide for her infant if she is to attend their centre. Tusi would need to provide milk, personalised milk bottle/s, a spare change of clothes and six clean nappies for her baby Luta. The educator then shows Tusi the feeding record book for Tusi’s information. Before Tusi leaves the centre the educator gives her a copy of their centre routine, information about the centre philosophy and suggestions for helping new babies and whānau/family transition their child into the ECE service.




Education of parents and children Parents/Caregivers have access to information /records about their ECE service provider that relates to the education and care of their child.

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Table 2.4: Culture

Child’s Name:

Raman Age Category: � Infant � Toddler �� Young Child

Raman Singh attends Educare from 9.00am – 3.00pm. His mother is Tokelauan and his father is Fijian Indian. Raman is raised in the Sikh religion. He wears a patkas on his head as part of his religious clothing. His parents have made special cultural requests for the care of their child. Raman’s patkas needs to remain on his head while he sleeps and he needs to be fed a variety of healthy vegetarian food only. Raman’s family also visits their prayer temple in the evenings on a Thursday. Raman’s mother has requested that the educators ensure Raman has had his hands and face washed and is wearing clean clothes for his visit to their prayer temple. The educators ensure they provide a culturally safe environment by supporting and implementing children’s cultural practices such as the requests made by the Singh family for Raman.




Culture

The values, beliefs and practices of each individual whānau/family.

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Table 2.5: Wh ānau and family

Child’s Name:

Neta Age Category: � Infant � Toddler � Young Child

Father Semi is caring for his daughter Neta while his wife is in hospital with their new born child. It is the professional practice of educators to support children and their whānau/families during the birth of a new family member. Semi has asked staff to give Neta a bath and dinner before his mother, Neta’s grandmother, picks Neta up at 3.00pm. Educators will need to ensure the bathtub is hygienically cleaned before it is used to bath Neta. Semi shows staff the clean clothes he would like Neta to wear after her bath. Grandma will be taking Neta to visit her new baby brother and mother in hospital. Semi also lets staff know that Neta has been feeling unsettled at home with the absence of her mother. He also suggests that Neta may need an early lunch and midday sleep as she has been awake since 5.00am.




Whānau and family

The immediate or extended family members and or friends who care for the well-being of the child and his/her parents /caregivers.

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Assessment Schedule

Unit Standard 10021 version 4


Level 2 Credits 3

Outcome 1 Describe the basic needs of children in an ECE service. Range basic needs include but are not limited to – clothing, shelter, bathing and cleanliness, sleeping, nurturing, feeding; evidence of infant, toddler, and young child is required.

Evidence Requirements Evidence Judgment 1.1 Basic needs of children in an ECE service are described in terms of their impact on the health and wellbeing of children. 1.2 Basic needs of children in an ECE service are described in terms of how they may impact on learning and development of children. 1.3 Basic needs of children in an ECE service are described in terms of how they will be provided to the children.

Task one Complete Tables 1, 2 & 3 Evidence - for example: Infant Table 1.1 Clothing Basic Need:

• Clean nappy, an infant would need regular nappy changes throughout the day.

• Clothing for infants that are low fire risk and have no hazardous attachments for children to choke/suffocate in.

• Comfortable clothing to move and grow Impact on health and wellbeing:

• A clean nappy will keep an infants skin dry, hygienically clean and free from skin irritations.

• Infant-safe clothing protects babies from the risk of fire and or suffocating/ choking an infant.

Impact on learning and development: • Infants will be able to practise using their gross motor skills.

Provision for children: • Parents will be responsible for providing their infants with a

Table 1.1 is complete and includes: • A correct description of each basic

need for an infant • A correct description of how the basic

needs of infants in an ECE service can impact on their health and wellbeing

• A correct description of how the basic needs of infants in an ECE service may impact on their learning and development

• A correct description of how the basic needs of infants in an ECE service will be provided.

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spare change of clean clothes. Shelter Basic Need:

• Warm, dry, clean - infants need shelter with all the appropriate amenities for sleeping, eating, cleaning, and for playing in.

Impact on health and wellbeing: • Infants need appropriate shelter to protect them from the

weather. Shelter provides warmth and security. It also provides a sense of belonging in a family that contributes to their health and well-being.

Impact on learning and development: • Infants learn that an ECE service can provide warmth and

security; and an environment that provides learning opportunities

Provision for children: • The licensee shall ensure the ECE facilities provide areas for

children to bath, eat, sleep, and play etc. Bathing and cleanliness Basic Need:

• Infants need regular baths during the week and or a thorough wipe down on the days they are not bathed.

Impact on health and wellbeing: • Infants need their bottom regularly washed to prevent skin

infections and disease. Impact on learning and development:

• Child will know they are valued and cared for. Provision for children:

• The licensee shall ensure facilities are provided for infants to have their nappies changed.

Sleeping Basic Need:

• Infants spend a lot of their time sleeping. Each infant will have their own sleep pattern. It is important for educators to develop an awareness of each infant’s sleep pattern and strategies for settling infants to sleep.

Impact on health and wellbeing: • Cosy sleep areas; infants will feel more relaxed, physically and

mentally, when their sleeping needs have been meet.

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Impact on learning and development: • Infants are more receptive to learning while they are awake.

Provision for children: • The Licensee shall ensure each infant has their own sleeping

cot. Nurturing Basic Need:

• Infants need a lot of love and positive physical contact from a caring educator. Soothing voices and some stimulation

Impact on health and wellbeing: • Attentive carers; positive touch helps infants to grow.

Impact on learning and development: • Contributes to their brain development.

Provision for children: • It is responsibility of educators to care for the needs of infants.

Feeding Basic Need:

• Infants need regular feeds throughout the day. Impact on health and wellbeing:

• Food provides nutrition for infants to grow and develop. Breast milk provides all the necessary nutritional needs of an infant for his/her first six months of life. From a Māori perspective, breast milk is imperative for maintaining and sustaining the health and well-being of all infants.

Impact on learning and development: • Infants will develop an attachment with educators during milk

feeds. Provision for children:

• The Licensee shall provide an operating fridge for storing milk.

Toddler Table 1.2 Clothing Basic Need:

• Comfortable clothing for growth and movement. Impact on health and wellbeing:

• Clothing to protect the toddler’s dignity, and protect from the elements e.g. sun hat.


need for a toddler • A correct description of how the basic

needs of toddlers in an ECE service can impact on their health and wellbeing

• A correct description of how the basic

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Impact on learning and development: • Toddlers learn to wear sun hats during summer and learn about

sun safety; and to apply extra layers during cooler months particularly for outdoor play.

Provision for children: • The ECE service shall provide spare warm clothing for toddlers

if needed. Shelter Basic Need:

• Toddlers will need shelter with all the appropriate amenities for sleeping, eating, cleaning, and for playing in.

Impact on health and wellbeing: • Children need appropriate shelter to protect them from the

weather; and environment to encourage range of play situations including outdoors.

Impact on learning and development: • Toddlers learn that an ECE service can provide warmth and

security. It also provides a sense of belonging in a family that contributes to their health and well-being.

Provision for children: • The licensee shall provide children with an area to play, eat etc.

Bathing and cleanliness Basic Need:

• Hand washing by toddlers is important to prevent the spread of germs.

Impact on health and wellbeing: • Young children’s health is maintained through keeping their

hands clean. Impact on learning and development:

• Toddlers learn hygiene practices for self care. Provision for children:

• The licensee shall provide facilities for children to wash their hands.


• Toddler’s need time in the day to sleep. Impact on health and wellbeing:

• A good rest or sleep will enable a toddler to recharge their

needs of toddlers in an ECE service may impact on their learning and development

• A correct description of how the basic needs of toddlers in an ECE service will be provided.

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energy levels both physically and mentally. Impact on learning and development:

• The toddler will develop a positive routine for sleeping. Provision for children:

• The licensee shall provide each toddler with a sleeping mat for undisturbed rest.

Nurturing Basic Need:

• Educators need to demonstrate patience, kindness and understanding.

Impact on health and wellbeing: • Toddlers develop positive relationships with their educators.

Impact on learning and development: • Praise helps toddlers feel good about themselves, and

encourages positive behaviour. Provision for children:

• Educators are responsible for the care and well-being of each toddler within the ECE service.

Feeding Basic Need:

• Toddlers need nutritious food that meets their daily requirements.

Impact on health and wellbeing: • Nutritious food helps toddlers grow strong and healthy bones.

Impact on learning and development: • Healthy food provides toddlers with nutrients to play, explore,

learn and grow. Provision for children:

• Toddlers have access to clean drinking water. Young child Table 3 Clothing Basic Need:

• Clothing appropriate for the weather and the type of activities the child engages in e.g. appropriate footwear.

Impact on health and wellbeing: • Protect children from the cold or the heat.


need for a young child • A correct description of how the basic

needs of young children in an ECE service can impact on their health and wellbeing

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Impact on learning and development: • Appropriate footwear and clothing will allow young children to

explore the outdoor environment. Provision for children:

• ECE shall have spare young children’s clothing for emergencies.

Shelter Basic Need:

• Young children need shelter with all the appropriate amenities for sleeping, eating, cleaning, and for playing in, such as an ECE service.

Impact on health and wellbeing: • Empowers young children to learn and grow.

Impact on learning and development: • Children will learn that their ECE service can provide warmth

and security, in a stimulating environment. Provision for children:

• The licensee provides shelter to protect children from the weather elements.

Bathing and cleanliness Basic Need:

• Toilet training. Impact on health and wellbeing:

• Young children learning how to use the toilet correctly will benefit the child’s health and self-help skills.

Impact on learning and development: • Young children learn self-help skills for maintaining their own

health. Provision for children:

• Children have access to toilets and basins within the ECE service.


• All children are different. A few young children may need a day sleep, while others only need a quiet place to rest.

Impact on health and wellbeing: • The young child will be able to better regulate their own

emotions.

• A correct description of how the basic needs of young children in an ECE service may impact on their learning and development

• A correct description of how the basic needs of young children in an ECE service will be provided.

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Impact on learning and development: • Young children are more receptive to learning if they have had

adequate sleep Provision for children:

• Children have individual space e.g. sleeping mat for undisturbed rest if they require it.

Nurturing Basic Need:

• Lots of positive praise, and use positive guidance strategies to manage unwanted behaviour.

Impact on health and wellbeing: • Helps children learn positive social behaviour and

communication skills. Impact on learning and development:

• Gives young children the ability to overcome difficult circumstances within the ECE service.

Provision for children: • Educators are responsible for the care and well being of young

children in the ECE service. Feeding Basic Need:

• A variety of healthy foods is offered to young children according to the four food groups:

1) Vegetables and fruit 2) Breads and cereals 3) Milk and milk products 4) Lean meat, poultry, seafood, eggs, legumes, nuts and seeds.

Impact on health and wellbeing: • Young children will grow strong and healthy. Healthy food also

enhances their immune system. Impact on learning and development:

• Young children are able to learn and develop if they have their daily food requirements met.

Provision for children: • Nutritious food is provided to children through the day.

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Outcome 2 Describe the environmental influences on the provision of basic needs of children in an ECE service. Range environmental influences include – health of child, safety, education of children and parents, culture, whānau/family. Evidence is required for one of the three age categories. 2.1 Environmental influences are described in terms of their impact on the provision of basic needs for children in an ECE service

Task Two Tables (5 in total) Evidence Environmental influence: Health of child – Infant Table 2.1 Clothing

• Sione has a set of clean clothes. Shelter

• The ECE service provides bathing facilities for Sione. Bathing/ Cleanliness

• Educators are able to bath Sione clean as the need arises. Sleeping

• The ECE service provides individual infants with cots to sleep in. Nurturing

• Care of Sione is the responsibility of the educators. Feeding

• The ECE service ensures Sione is getting regular nutritious milk. Safety of child – Toddler Table 2.2 Clothing

• Peti has adequate clothing for movement. Shelter

• Peti is encouraged to participate in indoor activities as a redirection strategy from climbing up furniture.

Bathing and Cleanliness • Peti is encouraged to wash his hands before each meal.

Sleeping • Peti now sleeps on a stacking mat.

Nurturing • Educator’s have a positive attitude towards Peti’s interest for

climbing, by implementing climbing opportunities for Peti. Feeding

• Peti has a low chair to sit on while dining.

Each table is complete (5 tables in total) and correctly describes how the nominated environmental influence impacts on providing basic needs for children in an ECE service. Environment influences include:

• health of child • safety • education of children and

parents • culture • whānau/family

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Education of children and parents – Infant Table 2.3 Clothing

• Educators work alongside Tusi to ensure Luta has enough clothing for her day at her ECE service such as nappies.

Shelter • Educators ensure Tusi and Luta are familiar with the ECE facilities.

Bathing and Cleanliness • Educators ensure Tusi and Luta are both familiar with the nappy

change station. Sleeping

• Educators ensure Tusi is aware of the sleeping policy and that Luta has her own sleeping cot.

Nurturing • Educators provide Tusi with information about their ECE service

such as where Luta will play. Feeding

• Educator ensures Tusi is aware of the bottle feeding record book, and Luta has her milk needs provided for by her mother.

Culture - Young Child Table 2.4 Clothing

• Educators need to ensure Raman’s Patkas is not removed. Shelter

• Educators need to create a culturally safe environment for Raman and his family.

Bathing and Cleanliness • Educators ensure Raman has been washed and has clean clothes

on a Thursday afternoon. Sleeping

• Raman will sleep with his Patkas on his head for religious reasons. Nurturing

• Educators create a culturally safe environment for Raman and his family.

Feeding • Educators need to ensure Raman has plenty of healthy food

alternatives other than meat.

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Whānau/family – Young Child Table 2.5 Clothing

• Educators need to ensure Neta is wearing clean clothes for her visit to the hospital.

Shelter • Safe environment with regular routines and help Neta to adjust to

new family situation. Bathing and Cleanliness

• Educators need to ensure Neta has had a bath before her Nana picks her up. Educators need to ensure the bath tub is hygienically cleaned before bathing Neta in it.

Sleeping • Neta may need an early afternoon sleep.

Nurturing • Educators support Neta and her family during the birth of her new

brother. Feeding

• Educators may need to give Neta an early lunch.

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