Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required by anyone working with babies/infants to ensure that their physical and emotional well being is maintained |
Application of the Unit
Application |
This unit may apply to work with babies/infants in a range of community service contexts Workers may be under direct supervision or working autonomously |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Respond to cues and needs of babies/infants |
1.1 Respond to babies/infants in an unhurried, gentle and sensitive way to promote a relationship of trust 1.2 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs that they are ready for solids 1.3 Provide babies/infants with physical comfort as appropriate 1.4 Meet needs of babies/infants for consistent and secure care, in a timely manner 1.5 Respect and fulfil rituals of babies /infants 1.6 Provide for meeting the nutritional needs of babies |
2. Develop and maintain a nurturing relationship with babies/infants |
2.1 Undertake both planned and spontaneous interactions with babies /infants 2.2 Use routines of physical care as opportunities to positively interact with babies/infants 2.3 Take time to get to know the baby/infant, their individual routines , rhythms, preferences and cues 2.4 Accommodate individual routines of daily care, rest and play for babies/infants whenever possible |
3. Settle new arrivals |
3.1 Observe primary caregiver and babies/infants for signs of stress or distress on arrival 3.2 Begin interaction with the babies/infants while primary caregiver is still present to minimise abruptness of separation 3.3 Encourage primary caregiver to take as much time as needed to have a relaxed, unhurried separation from their baby/infant 3.5 Establish routines to minimise distress at separation of primary caregiver and baby/infant 3.6 Respond to distress of babies/infants at separation from primary caregiver in a calm reassuring manner |
4. Provide an environment that provides security for babies/infants |
4.1 Clearly communicate expectations to babies/ infants and apply consistently 4.2 Set up the physical environment to provide a relaxed and flexible atmosphere 4.3 Set up the physical environment to accommodate individuality of the baby/infant 4.4 Create a safe and secure environment both in and out of doors with equipment of a suitable scale for babies/infants |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge : The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of:
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Essential knowledge (contd ):
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Essential skills : It is critical that the candidate demonstrate the ability to:
A range of provisions may include:
Responses to hurt baby/infant may include:
Responses to distressed baby/infant may include:
The physical environment may need:
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Essential skills (contd ): It is critical that the candidate demonstrate the ability to:
Food provided for babies/infants
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In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to:
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Evidence Guide
EVIDENCE GUIDE |
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The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment : |
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Range Statement
RANGE STATEMENT |
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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Interactions with babies /infants may include : |
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Babies may show distress or pain by : |
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Non -verbal cues of a baby /infant may include : |
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A baby's /infant's signs of distress may indicate : |
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Comforters may include : |
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Signs of stress or distress of primary caregivers and babies / infants on arrival may be indicated by : |
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Responses to a distressed baby / infant may include : |
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Routines of physical care may include : |
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Individual routines of babies / infants may include : |
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Rituals of babies /infants which are to be respected and fulfilled where practical may include : |
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Legal requirements and regulations regarding supervision may include : |
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Cleaning may include : |
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Disposal of waste materials may include : |
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In remote and isolated areas : |
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Organisation procedures implemented for safety on excursions can include : |
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Checking area for hazards may include checking for : |
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Maintaining direct contact with baby /infant will vary according to : |
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Contact can include : |
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Potential risks may be : |
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Rules for safe play may include : |
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Providing a safe environment and risk reduction strategies will vary according to whether the location is : |
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Hazards may be identified to babies /infants in a range of ways : |
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Risk reduction strategies may include : |
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Rest may include : |
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Rest provisions may vary according to : |
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Bedding preferences may vary due to : |
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Adjusting the environment for baby /infant's rest may include adjustments to : |
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Personal hygiene may include : |
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Hygiene practices taught may vary with babies /infants age , and may include : |
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Different family and cultural practices which may be relevant to hygiene include : |
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For babies /infants with a physical or developmental disability : |
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For clothing , weather conditions that may need to be considered are : |
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Preparation of food in hygienic manner will be according to : |
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Appropriate washing and drying of utensils and crockery and cutlery may include via : |
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Organisation procedures for food preparation may include : |
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Nutritional needs will need planning to include : |
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Health needs of children to be considered may include : |
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Cultural requirements and preferences about food may include : |
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Menu may include : |
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Food and drink preferences will vary according to : |
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Appetising food may consider : |
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Procedures for the prevention of the spread of infection may include : |
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Requirements for the administration of medication may include : |
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Requirements for storage of medication may include : |
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Unit Sector(s)
Not Applicable