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Transcript of randwick.sydneyinstitute.wikispaces.netrandwick.sydneyinstitute.wikispaces.net/file/view/Child+… ·...
INTRODUCTION...........................................................................................................................5
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Full Time Teachers.....................................................................................................................5
Part Time Teachers....................................................................................................................6
1. COURSES....................................................................................................................................7
1.1 Philosophy of our courses...............................................................................................8
2. COMPETENCY STANDARDS................................ ....................................................................9
2.1 National Standards/Early Years Learning Framework...................................................9
2.2 General Competencies......................................................................................................9
2.3 Key Competency Standards............................................................................................9
3. RECOGNITION OF PRIOR LEARNING....................................................................................10
4. YOUR ROLE IN THE COURSE.................................................................................................11
4.1 Responsibilities of an adult student in Tertiary Education.......................................11
4.2 Conduct on Campus.....................................................................................................11
4.3 Self- Directed Learning.................................................................................................11
4.4 Support...........................................................................................................................11
4.5 Sundries/Materials.........................................................................................................12
4.6 Suggested Resources...................................................................................................12
4.7 Use of Libraries..............................................................................................................12
4.8 Assignments...................................................................................................................13
4.9 Plagiarism.......................................................................................................................13
4.10 Telephones......................................................................................................................13
4.11 Student Noticeboard.......................................................................................................14
4.12 Classroom expectations.................................................................................................14
4.13 Staff Rooms......................................................................................................................14
4.14 Photocopying...................................................................................................................14
5. PRACTICAL/WORKPLACE – GUIDELINES AND POLICIES..................................................15
5.1 Before Work Placement commences.......................................................................15-16
5.2 Beginning Practical/Workplace.....................................................................................16
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5.3 Hours................................................................................................................................16
5.4 Absences..........................................................................................................................16
5.5 Work Placement Written Documents.............................................................................17
5.6 Your Resources...............................................................................................................17
5.7 Problems..........................................................................................................................17
5.8 Professional Ethics.........................................................................................................17
5.9 Student behaviour which can bother Staff...................................................................18
5.10 At Risk of Withdrawal from Workplacement.................................................................18
6. COURSE ASSESSMENT POLICY............................................................................................19
6.1 Submission of Class Assessment Tasks.....................................................................19
6.2 Procedures in Case of Lateness or Absence..............................................................19
Penalties, Extensions and Resubmission Policy...................................................20-21
6.3 Students at Risk of Not Achieving Competency.........................................................21
6.4 Not Yet Competent and Repetition...............................................................................21
6.5 College Attendance........................................................................................................22
6.6 Withdrawal......................................................................................................................22
6.7 Deferment........................................................................................................................22
6.8 Marking...........................................................................................................................23
7. WRITTEN ASSIGNMENTS........................................................................................................23
7.1 Preparation...................................................................................................................23
7.2 Referencing..................................................................................................................24
7.3 Presentation.................................................................................................................24
8. INDEMNITY AND INSURANCE................................................................................................24
APPENDIX 1 - Early Childhood Australia Code of Ethics...............................................................25
APPENDIX 2 - Assignment Cover Sheet...........................................................................................26
APPENDIX 3 - Students’ Rights and Responsibilities.....................................................................27
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APPENDIX 4 – Suggested Resources..........................................................................................28-46
APPENDIX 5 - Guidelines for suggestions and complaints............................................................47
APPENDIX 6 - Student Code of Conduct.....................................................................................48-49
APPENDIX 7 - Parent/Guardian Permission letter............................................................................50
APPENDIX 8 - Student Learning Contract.........................................................................................51
APPENDIX 9 - Course Overview.........................................................................................................52
APPENDIX 10 - Emergency Evacuation & Lockdown Procedure...............................................53-57
APPENDIX 11 – Immunisation, recommended vaccinations for educators and other staff.....58-62
INTRODUCTION
Welcome to Sydney Institute at Randwick College.
Randwick has successfully run Child Studies (now Early Childhood Education and Care) courses for many years and is particularly proud of its record. The student population in Early Childhood Education and Care is made up of people from a wide diversity of backgrounds. This adds to the richness of experiences for both students and staff.
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This handbook is designed for you to refer to throughout your course to help you to clarify the ‘what’, ‘why’ and ‘how’ of Early Childhood Education and Care and to help you cope with the joys and trials of being an adult in tertiary education. Keep this handy!
You will be required to sign a document in the first few weeks of the course to state that you have read and understood this handbook and abide by all the requirements in it.
Below is a list of staff details you will need for 2010.
FULL TIME STAFF:
Head Teachers:
Fran Hughes (Room BG1a – 9469 8625)
Email address: [email protected]
Kathy Gelding (Room BG1d – 9469 8528)
Email address: [email protected]
Full Time Teachers (Room BM1)
Jill Cooper-Payten – 9469 8626
Email address: [email protected]
Margaret Griffiths– 9469 8730
Email address: [email protected]
Gila Goetz – 9469 8731
Email address: [email protected]
Anita Norvill – 9469 8677
Email address: [email protected]
Gael Stewart – 9469 8720
Email address: [email protected]
General Assistant
Sue Huang – 9469 8737 (Room BM3)
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PART TIME TEACHERS
We have approximately 20 part time staff members. These teachers can be contacted on the Staff Room phone number below or in the Part Time Teachers’ Office (Room BM2).
All staff have individual pigeon holes (located in the main Staff Room BM3). You are advised to make use of these pigeon holes if you wish to make contact with any staff member.
GENERAL STAFF ROOM & CHILD STUDIES OFFICE (ROOM BM3)
Telephone: 9469 8737. There is a voicemail system on this number.
Please use this number when calling in any absences during Work placement and classes.
Leave your full name and stage/group as well as the Child Care Centre that you are attending during
Work placement if applicable.
CAMPUS PLAY SESSION ENQUIRIES:
Play Session Coordinator – Michelle Hartley: 9469 8647
TRAINEE ROOM (ROOM B143 )
Trainee Coordinator: Simone Wills – 9469 8737
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1. COURSES
The Certificate course give students an introduction to the Early Childhood Education and Care profession and enable you to progress (via application) into other courses.
The Diploma course provides the necessary training to gain recognition as a qualified Child Care Educator in the Centre Based Care (0-5 years) professional sector.
The range of services within the Centre Based Care Profession in New South Wales include:-
Long Day Care Centres
Preschools
Occasional Care Services
Mobile Children’s Services
Multifunctional Aboriginal Children’s Services
Neighbourhood Children’s Services
Multipurpose Child Care Centres
Other Diploma courses will meet the training needs of those working in the out-of-school-hours care and home-based care profession.
1.1 Philosophy of our Courses
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High Quality Child Care
The main aim of our Early Childhood Education and Care courses are to train students to be able to provide high quality child care in a variety of services. We offer very practical skills-based courses underpinned with essential knowledge of child development, health and professional responsibilities. Our standards of assessment are based on industry expectation of competency in the workplace.
The following children’s service types are suitable for Work placement for students:
Long Day Care Centres
Preschools
Occasional Care Centres
Mobile Children’s Services
Multifunctional Aboriginal Children’s Services
Neighbourhood Children’s Services
Multipurpose Child Care Centres
NOTE: Students will be required to sign a declaration form “NSW Working with Children Check” for students enrolling in courses involving contact with children and may also be required to have a Criminal Record clearance before attending any work place component.
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2. COMPETENCY STANDARDS
2.1 National Standards/Early Years Learning Framework
The course units have also been aligned with the principles of the National Standards/Early Years Learning Framework implemented in Child Care Services.
2.2 General Competencies
Mayer Key Competencies
The Mayer Key competencies have been incorporated into the learning outcomes and associated assessment criteria for the course. Suggested teaching strategies and methodology reflects this integration.
2.3 Key Competency Standards
A Collecting, analysing and organising information
B Communicating ideas and information
C Planning and organising activities
D Working with others and in teams
E Using mathematical ideas and techniques
F Solving problems
G Using technology
3. RECOGNITION OF PRIOR LEARNING
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Students who have completed formal training or who have relevant work/life experience and consider they are able to meet the learning outcomes of any or all of the units in the courses may seek recognition of their prior learning.
Recognition applicants will be required to present documentary evidence of their relevant skills –for example course transcripts and/or knowledge to specialist Early Childhood Education and Care Recognition staff. Applicants will be given clear guidelines as to what evidence is appropriate to support their application for recognition for any unit in this course. Specialist Early Childhood Education and Care Recognition staff will provide support and guidance to the student in relation to the nature and organisation of the required documentary evidence.
Students who are seeking recognition of any of the competency skills specified for any of the Work placement units may require an accredited workplace assessor to verify the student’s competencies.
In the first few days at the start of each semester, students will be given the appropriate recognition information including subject recognition criteria, support and guidance through the recognition process.
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4. YOUR ROLE IN THE COURSE
4.1 Responsibilities of an Adult Student in Tertiary Education
Early Childhood Education and Care teachers do not expect to have to cope with any ‘discipline’ problems in tertiary education. You have competed with a large number of people for a place. Therefore it is expected you will have a high degree of self-motivation to learn and participate. It is YOUR responsibility to successfully complete the course and to contribute to a congenial learning environment for your fellow classmates.
4.2 Conduct on Campus
It is Campus Policy that eating, drinking and smoking are NOT permitted in any classroom, corridor or covered verandah of college buildings.
Canteen and outdoor eating areas are provided for your convenience.
The use of mobile phones is NOT permitted in classrooms. You must switch off phones before entering classrooms.
4.3 Self-Directed Learning
In this course the curriculum content cannot be fully covered in class. Therefore you will be expected to be involved in much self-directed learning. This means lots of background reading and research of various kinds (for example viewing relevant videos/DVDs, observing children, visiting children’s services). Reading and research will be done in your own time. How you organise your time is up to you, but keep in mind that you won’t be able to successfully complete the course without this extra work.
4.4 Support
You will need the support of those close to you while you are studying and it is wise to seek this as soon as you can. Any necessary re-location of duties and responsibilities need to be openly discussed and decided. Being open to the support of family, friends, employers and classmates will help to make your studies that much easier! The Campus also offers a variety of support services which you may wish to utilise, such as support from Foundation Skills staff.
Other avenues of support are open to you as well. Teaching staff are always willing to help though they may not always be able to see you straight away (it helps to make an appointment in advance). Your coordinator is often the best person to see first. The college also has an excellent Counselling Department and the Counsellors can help you with personal problems and Austudy advice.
4.5 Sundries/Materials
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Your course will generate a number of important and valuable resources throughout your years of study and for you as a professional working in the field. This covers First Aid equipment, flexible delivery resources and printed materials. As part of your self-directed study, you will need to familiarise yourself with these materials when you get them and use them frequently whether or not they have been referred to directly in class. While they have been specified for particular units, keep in mind they are often very relevant to other units as well. You will also be required to purchase materials for teaching aids for some units. Each unit teacher will issue you with a list of these requirements and with procedures for purchasing at the start of each semester. You will be required to pay the sundries/materials fee each semester. This amount covers subject readers, art and craft materials and First Aid resources.
4.6 Suggested Resources
The courses will require you to keep up to date with recent developments and research in the areas studied and you will need to frequently refer to current journals and relevant websites.
(See Appendix 4)
4.7 Use of Libraries
The depth and breadth of the courses mean that you will not be able to rely on the resources of only one library, particularly not your local library. You need to become familiar with a variety of libraries, including some specialist libraries. Below is a list of libraries which staff and students have found to be particularly useful, but you may well find others.
Macquarie University – Macquarie University, Ryde
Community Child Care – Level 2, 30-34 Wilson Street, Newtown (Phone: 9557 5599). Find out the opening times for their small but excellent library specialising in child care.
Lady Gowrie On-line Library – (Phone (02) 8345 7633) email: [email protected]
Randwick College Library (See section 6.2 for details)
Network – Albion Street, Surry Hills (specialising in out-of-school hours care, 5 – 12 years, and community activities).
4.8 Assignments
It is your responsibility to hand assignments in on time. Teachers will not remind you.
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Therefore you will need to be very organised. At the beginning of each stage of your course you will be given all the assignments for each unit. Some students find it very useful to make a wall chart (or have a calendar) marked with the due dates of each assignment.
Begin research on your assignments as soon as you get them! The workload of the course is such that you do not have the time to “coast” and students who fail to realise this usually find themselves very behind and in a panic situation. Starting early and working consistently is PARTICULARLY important for large assignments such as essays and resource folders. Late assignments will be penalised. All assignments need to be submitted either in class to your class teacher or as otherwise directed or handed to the general assistant between 8.30 – 9.00 AM in BM3.
4.9 Plagiarism
You will risk being deemed not competent if you hand in work that is not your own. This means that you cannot hand in work as your own that has been done by another person (eg. work previously submitted by another student or copied parts of a text that you have not acknowledged in your bibliography).
Plagiarism is not academically or professionally acceptable. We need to assess you on your own work. You will sign that the work is your own on the Assignment Cover Sheet attached to each assignment (see Appendix 2).
4.10 Telephones
A Public telephone is available on the Ground Floor of Building A (near the Library). Mobile phones are not to be left on in class as they are very disruptive to other students. Please:-
Switch your mobile phone off during class times. This also refers to text messages operating during class time.
Mobile phones must not be used while attending work placement. They must be stored in lockers/bags and cannot be used as phones or cameras during your working hours.
We will not take private phone calls for students in exceptional circumstances, such as the illness of child at school. A message will be given to the student or put on the student noticeboard for you.
Messages may be left on the Child Studies answering machine attached to 9469 8737. This machine is cleared each morning between 8.00 – 8.30 am and activated at the end of each day. When leaving messages please clearly state your full name, the course you are enrolled in, name of the teacher to be notified and a short message, as well as your contact number if we require to contact you.
4.11 Student Noticeboard
Information relating to students is put on the noticeboard outside the Head Teachers’ offices on the ground floor and outside the classrooms on the first floor of Building B. Any room changes, timetable
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changes, etc that affect you will be posted there, as well as Work placement information. Please check regularly.
4.12 Classroom Expectations
Taping of classes is not permitted without first seeking the approval of the classroom teacher and, in some circumstances, the other students in the class. This is to protect the privacy of students.
4.13 Staff Rooms
Teachers have many classes to teach and across many courses. They are not always available when you wish to see them. Please make an appointment to see a particular teacher. We will endeavour to make ourselves available as much as possible.
The Child Studies teachers have regular staff meetings throughout the week. Teachers are not available at this time.
4.14 Photocopying
The Library has a photocopier available for student use. Please use it for all your photocopying needs. The Staff photocopier is not available for student use, nor for photocopying materials you may need for a particular class presentation.
5. PRACTICAL/WORKPLACE – GUIDELINES AND POLICIES
Workplace Training
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The practical nature of Early Childhood Education and Care requires that all courses contain a significant on-the-job component. This involves visits to Child Care Centres, Work Placement in centres and college or community Play Sessions.
During each of the above Practical placements, students’ competency assessments will focus on:
Competencies relevant to working with children across the professional sector
Specialised competencies relevant to a particular age group and developmental stage in a Children’s Service
Critical performance factors relating to the Play Session assessments
Most unit areas have a practical component included in the relevant unit. The theory component will prepare and debrief students for self-reflection and self-evaluation and the development of workplace competencies.
Thus attendance in class is vital in order for you to demonstrate readiness to commence
Work Placement.
5.1 Before Work Placement Commences
1. You must not visit any Centre without the approval of the Early Childhood Education and Care staff.
2. You must ring the Centre to introduce yourself and find out your starting time.
3. Make sure you know the exact location of the Centre. If you use public transport, check routes and timetables. If you drive and you are unfamiliar with the area, it sometimes helps to make a ‘dry run’ beforehand. You may also need to check the availability of parking. Punctuality is an essential professional skill required in all child care courses.
4. Be familiar with your assignment ad prepare all necessary materials. Discuss this with all your unit teachers.
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5. Get a folder and organise with dividers, labels, etc. and put the assignment in order. Now you are ready to go!
6. Attend all compulsory ‘preparation for work placement sessions’ prior to attending centres. (Non attendance will mean you will NOT be eligible to start work placement.)
5.2 Beginning Practical/Workplace
1. Be prepared to feel nervous and unsure of yourself. This is normal!
2. Introduce yourself to the Director, staff, parents and children at the Centre. Wear a name-tag every day at the service, and make an attractive poster of introduction, with a photo of yourself, for the Centre foyer/entrance.
3. As soon as possible, familiarise yourself with the physical layout of the Centre, where things are kept, and the roles/tasks/responsibilities of each shift.
5.3 Hours
You will be required to work the same range of shift hours as the staff at the Centre. These hours may vary from centre to centre and from one type of service to another. (You may be requested to make early starts or to finish late.) Always be punctual. Arrive on time. Do not leave early and take only the specified meal breaks allocated to you.
5.4 Absences
If you are going to be absent from the Centre you must ring the Centre before your shift is due to start. You must also ring the Workplace Assessor if he/she is due to visit the Centre on that day as well as the Early Childhood Education and Care Staff Room (9469 8737). See your Work Placement Coordinator for further information. You will be required to make up this missed time at a later date.
5.5 Work Placement Written Documents
You must keep your written work up to date and have your folder with you each day at the Centre. The Director and/or the teacher in charge of the group may wish to see your written work and make comments. All planned experiences must be shown to your room supervisor before implementation. The Workplace Assessor will go through your folder carefully during each visit. All written comments must be kept with your folder at the work placement.
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Work Placement documents must be completed and handed into the Staff Room (BM3) on the first day after work placement.
5.6 Your Resources
You will need to provide your own resources as part of your work with the children (eg. puppets, books, pictures) rather than relying solely on those available at the Centre. Staff at the Centre will expect you to have made teaching aids during your course and to use them with the children during your stay.
5.7 Problems
When you are faced with a problem or worry it is important to talk about it. You can discuss it with your Workplace Assessor, the Director or your class coordinator. By all means seek support from your college classmates as well, but keep in mind that all centres are different. You should not make comparisons, nor are you to discuss problems in a way that breaches confidentiality.
5.8 Professional Ethics
During work placement you will be expected to show professional ethical behaviour that you have discussed in class. It would help to become familiar, before your placement, with the Early Childhood Australia Code of Ethics (see Appendix 1). Below are some points particularly relevant to you as a student on work placement.
1. Demonstrate respect for the children, families and staff at the Centre.
2. Keep confidential any information you have access to about children and their families
3. Do not gossip about any aspect of the Centre. If you have any concerns, discuss them first with your Workplace Assessor.
4. Do not talk about children in their presence and do not ever ‘label them’ at any time.
5. Seek approval to observe children from families and staff prior to recording and do not use mobile phones as cameras.
5.9 Student Behaviour which can bother Centre Staff
1. Talking frequently with a fellow student instead of working.
2. Concentrating on your own activity while mayhem rages around you.
3. Not cleaning up after yourself.
4. Standing around while everybody is working.
5. Not ringing in if you are ill.
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6. Forgetting to let staff know what activities you are planning to do the next day.
7. Writing up college notes in the playroom instead of being with the children.
8. Sitting on tables.
These are all issues that place you at risk of failing the work placement.
5.10 A Learner may be at risk of withdrawal from Work placement if they:
Repeatedly demonstrate inappropriate health, safety and hygiene procedures or practices.
Repeatedly demonstrate incomplete or unsatisfactory record keeping.
Demonstrate behaviours contrary to the ECA Code of Ethics.
Fail to comply with the Learner Code of Conduct.
NB: For further information see “Guidelines for Work placement” document in the relevant workplace booklet.
6. COURSE ASSESSMENT POLICY
6.1 Submission of Class Assessment Tasks
You are required to submit all assessment tasks and attend assessment events (eg. class tests, presentations) on the required date.
Students enrolled in the Diploma course (18208) and the Certificate III course (18206) need to achieve competency to progress to further study.
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You will be issued with an assessment document for each Unit within the first week of classes commencing. You will be required to sign a document stating that you have received this assessment information. It is your responsibility to read the information and clarify with the teacher any concerns that you may have regarding these assessment requirements.
Assignments for full-time students are only to be submitted on the due date to the specific unit teacher in class (or as specified by the unit teacher).
Late assignments will incur a penalty (see 6.2).
6.2 Procedures in Case of Lateness or Absence
This applies when you are absent from an assessment event (eg. class test, class presentation) or submit your assignment late.
You are required to:
(a) Personally apply to the unit teacher and receive approval (a message is not sufficient) before the due date or within seven (7) days if this is not possible.
(b) Give a reason for absence or lateness to the class teacher, providing supporting evidence.
If the above two steps are followed, you may not be penalised and may be able to have an
alternative assessment event offered to you.
Penalties
If you are late handing in an assessment event, the following penalties apply:-
Penalty A - If the assessment event is up to seven (7) days late, the total mark achieved by the student is reduced by 15%.
Penalty B - If the assessment event is more than seven (7) days late, it will not be marked and the grade will be reduced to a not competent for this event.
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NB: If you do not attend a class test or class presentations on the due date, Penalty B will apply – for example: if an assignment is due on Monday, it must then be handed in before or by the following Monday between 8.30 and 9.30 am (full-time students).
Extensions
Extensions may be granted if satisfactory evidence is provided to support the request. You may be asked to submit work in progress. The negotiated or revised date will become the due date and Penalties A or B will apply if the assignment is then late.
Late assignments for full-time students are to be submitted to the Section’s general assistant between 8.45 and 9.30 am. Assignments submitted after this time during the day will be considered to be another day late. No assignments will be collected any other time (unless directed by the specific subject teacher).
Absence during Test or Presentation
If this occurs, you should submit written reasons (such as a doctor’s certificate) to the classroom teacher as soon as possible after the absent day. If the reason is judged acceptable, then alternative arrangements may be made. Ring the teacher involved prior to the time of the test or presentation if you know you will be away due to illness. (See 6.5 for further information on attendance.)
6.2a Resubmission Policy
Re-submission may be considered by your Unit teacher in consultation with the Head Teacher if:
(a) You apply for a re-submission within 24 hours of receipt of your “not yet competent” assessment
(b) You have consistently attended classes of this specific subject and other related units
(c) Your work is up to date and shows reasonable application
You will only be eligible for a competent grade if your re-submission is successful.
Re-submission is not an automatic right and the dates for re-submission of an assignment are negotiable with your module teacher.
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6.3 Students at Risk of not achieving competency
At the beginning of each unit you will be informed in writing about the nature of assessment for that unit and when each assessment task is due. Feedback about assignments will be given by the individual teacher as soon as possible. If you find yourself at risk of not achieving competency, you will need to talk to your coordinator, a counsellor or seek help from the Foundation Skills teachers (see Section 6.4). It is up to you to do the required work necessary to pass.
6.4 Not Yet Competent and Repetition
If you have not achieved competency in a unit you will be required to repeat it and you may not be able to progress to the next level of the course. As mentioned previously, if you are not competent in any units in Cluster I of the Diploma course (18208), you will need to repeat Cluster I before being able to progress to Cluster II. The rules of progression will be explained to you by your coordinator when you first start the course. For further clarification you can discuss this with a Head Teacher.
The Child Studies section may recommend extra tutorial support or work experience before re-entering the course.
If you are deemed “not competent” in a unit twice, it is up to the discretion of the College Director and the Early Childhood Education and Care Head Teachers as to whether you are permitted to enrol again.
6.5 College Attendance
Regular attendance is required for all units in all courses. It makes sense to make all appointments outside class hours and to have doctors’ certificates for the days you are away ill. Some assessment tasks will be conducted in class.
You will be marked ‘absent/late’ in the roll book if you are not in class within the first fifteen (15) minutes. Poor attendance will jeopardise your opportunity to progress through the course – in particular, the work placement component. Early departures from class will also be noted in class rolls. You will be required to make up any missed time in your work placements.
6.6 Withdrawal
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You may withdraw from a unit without penalty only if:
a) you withdraw before a quarter way through that unit,
OR
b) you withdraw after the quarter way point but your work is at a competent level at the time of the withdrawal.
If your work is not at a competent level at the time of the withdrawal, you will be deemed to be not yet competent in that unit.
6.7 Deferment
Applications for deferment and transfers from full-time to part-time and vice versa should be made in writing to the Head Teachers.
6.8 Marking
All units within Certificate III are listed as Competent or Not Yet Competent
Most units within the Diploma courses are graded, for example:
GRADE
Competent with Distinction
Competent with Credit
Competent with Pass
Not Yet Competent
You will be required to achieve competency in each assessment event within the specific unit.
We endeavour to return work to you, marked, within 2–3 weeks of the due date of the submission. Teachers may return work during class time or it may be collected from storage bins in the section (see
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the general assistant). Work placement documents will be marked and returned promptly to you directly after work placement.
7. WRITTEN ASSIGNMENTS
You are required to research, prepare and write assignments to the standard expected at a tertiary level. This will entail wide reading, as referred to earlier, and familiarity with the correct methods of presentation and referencing. You will need to be very organised to achieve this. The following steps should assist you.
7.1 Preparation
(a) Determine what is required in the assignment. Make sure you understand each word used so that you are writing to the set topic. Ask staff for clarification if necessary.
(b) Read all probable sources of information before beginning your essay. Generate a list which will help you to locate other references in the library. Do this early as reference books may be hard to find if you leave your library research too late. Only some references are put on Special Reserve in the College library (ask at the library’s front desk).
(c) When taking notes from a reference ALWAYS note the bibliographical information. If you write down a quotation, also take note of the author, date of publication and page number. It is essential that you recognise others’ work/theory.
7.2 Referencing
Refer to the “How to do ‘in-text’ citations” and “Guides to bibliographies” located at: http://randwick.sydneyinstitute.wikispaces.net/child+care+studies
7.3 Presentation
Writing must be legible. Typing must be double-spaced and font size “12” should be used. Use only one side of the paper and provide a margin of at least 3 cm for marker’s comments. Use the cover sheet (a copy of this cover sheet is in this handbook for you to photocopy for the course you have undertaken) and staple all together in top left-hand corner. Avoid putting your assignment into a plastic sleeve as taking it out and putting it back in takes up the teacher’s valuable marking time. Pay special attention to spelling and punctuation - Use a dictionary/spell check if you know you are a poor speller. A thesaurus is also a valuable aid to use with assignments. Make note of any particular presentation requirements for individual assignments. Seek help with formatting of assignments through your teacher or TAFE support units.
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Remember to ensure the work is entirely your own and that you have not plagiarised in any way. The assignment cover sheet, which you sign, states this rule very clearly.
If you or a teacher have identified that you may have problems with written presentations, please see your coordinator and he/she will refer you to sections that can offer support. TAFE offers a free service to support you. Take up this opportunity as soon as possible as it may support you passing the course.
Attach a receipt to every assignment (this is on the bottom of the cover sheet).
Always have your receipt signed and dated by the person collecting your assignment and keep your copy. This is your record of having handed it in.
8. INDEMNITY AND INSURANCE
Information regarding indemnity and insurance is available from the Child Studies Head Teachers.
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APPENDIX 1:
EARLY CHILDHOOD AUSTRALIA CODE OF ETHICS
Young children are especially vulnerable. They have little power over their lives and few skills with which to protect themselves. This places early childhood personnel in a relationship of special trust, one that is powerful, important and easily violated. The vulnerability and powerlessness of young children and the recognition of the multi-faceted dimensions of the role of early childhood personnel serve to highlight the special importance of a Code of Ethics.
As early childhood personnel carry out their work with and on behalf of young children and their families, they often face situations that involve a conflict of their responsibilities and professional values. A Code of Ethics is not intended to, and could not possibly provide easy answers, formulae or prescriptive solutions for the complex professional dilemmas they face in their work. It does provide a basis for critical reflection, a guide for professional behaviour and some assistance with the resolution of ethical dilemmas.
Adherence to this Code necessarily involves a commitment to:
Viewing the well-being of the individual child as having fundamental importance
Acknowledging the uniqueness of each person.
Considering the needs of the child in the context of the family and culture as the family has a major influence on the young child.
Taking into account the critical impact of self esteem on an individual’s development.
Basing practice on sound knowledge, research and theories while, at the same time, recognising the limitations and uncertainties of these.
Working to fulfil the right of all children and their families to services of high quality.
APPENDIX 2: CHILD STUDIES ASSIGNMENT COVER SHEET
06/05/2023 25
Date received: ……………........
Received by: ……………..........
UNIT:___________________________________________________________________
ASSIGNMENT:___________________________________________________________
STUDENT’S GROUP:______________________________________________________
STUDENT’S NAME: _____________________________ DATE DUE: ______________
I certify that this work is entirely my own work and has not previously been submitted for credit
(Signed): ________________________________________________________________
TEACHER’S COMMENTS:
FINAL MARK: ____________
..............................................................................................................................................
STUDENT’S RECEIPT
NAME: __________________________________________________________________
UNIT:_______________________________________________________________
ASSIGNMENT: __________________________________________________________
RECEIVER’S/TEACHER’S SIGNATURE: ______________________________________
DATE RECEIVED: _____________________________________________________
APPENDIX 3:
06/05/2023 26
STUDENTS’ RIGHTS AND RESPONSIBILITIES
Students’ Rights:
By signing the enrolment form you are entitled to:
be treated fairly and with respect
learn in an environment free of discrimination and harassment
pursue your educational goals in a supportive and stimulating environment
have access to counselling
privacy concerning departmental records or documents that contain personal information
have ready access to assessment procedures and progressive results
Students’ Responsibilities:
By signing the enrolment form you agree to:
treat other people with respect and fairness
not engage in plagiarism, collusion or cheating in any assessment event or examination
be punctual and regular in attendance
submit assessment events by the due date or seek approval to extend the due date
return or renew Library books on time
observe normal safety practices – eg. wear approved clothing and protective equipment
refrain from swearing
refrain from smoking in Institute buildings and designated non-smoking areas
behave in a responsible manner by not:
Littering
Harassing fellow students or staff
Damaging, stealing, modifying or misusing property
Being under the influence of alcohol or drugs
Engaging in any other behaviour which could offend, embarrass or threaten others
APPENDIX 4:
SUGGESTED RESOURCES – Recommended for both Certificate III and Diploma
06/05/2023 27
Resources Comments Recommended for unit/s of competency
2008, Children’s Nutrition and Wellbeing , TAFE NSW, Training and Education Support, Industry Skills Unit
New TAFE NSW publication designed to assist newly qualified or existing early childhood practitioners in their everyday practice. The text includes information which will be useful for staff development and for family and educators.
CHCCN303A
CHCCN301B HLTOHS300B
Baira, R 2002, Accentuate the Positive: A Whole Centre Approach to Children's Behaviour, Network of Community Activities, Surry Hills, NSW.
A practical manual to assist centre staff with the day-to-day issues of managing difficult behaviour.
CHCFC301A CHCIC301E, CHCPR301B CHCPR303A
Beaty, J 2006, Observing Development of the Young Child, 6 th edn, Prentice Hall, USA.
This book takes an applied approach that allows students to observe, record, and interpret child development by looking at particular behaviour.
CHCFC301A CHCPR303D
Bee, H 2007, The Developing Child, 11 th edn, Allyn & Bacon, USA.
This book on child development is known for its personal, conversational writing style and offers a balanced coverage of both theory and application; and strong emphasis on culture.
CHCFC301 CHCCN302A CHCCN305B
Berk, L 2008 Infants, Children and Adolescence, 6 th edn, Allyn & Bacon, USA.
This is a comprehensive text which looks at developmental theory and influences on development from pre natal development through to middle childhood.
CHCFC301A, CHCCN302A CHCCN305B
Berk, L 2009 Child development, 8 th edn, Pearson Allyn and Bacon, Boston, Mass.
Laura Berk has proved to be a prolific author of child development texts. This book reflects much about the brain research and the influence of relationships on development.
CHCFC301A, CHCCN302A CHCCN305B
06/05/2023 28
Resources Comments Recommended for unit/s of competency
Child Development Institute 2001, Guidelines for Good Communication with Children , Villa Park, California. Available from: www.childdevelopmentinfo.com/parenting/communication.shtml
This page provides useful information and techniques for parents on how to communicate effectively with their children.
CHCCHILD401A CHCIC301E CHCPR301B, CHCPR303D CHCAL307A
Connor, J. 2007, D reaming Stories: A springboard for learning , Research in practice series, v14, no2, Australian Early Childhood Association, Watson, ACT.
Provides a range of experience ideas and activities based around using Aboriginal stories with young children
CHCRF301E CHCIC302A
Corby, B 2000, Child Abuse: Towards a Knowledge Base, Open University Press.
Provides an introduction to a wide range of knowledge which is important to students and practitioners in the child protection field. It stresses the need to understand child abuse in a historical, social and political context, and critically reviews a wide range of relevant contemporary research in Britain, the USA and Europe.
CHCCHILD401A CHCCS400B
Crook, S & Farmer S 2002,
Just Imagine! Creative Play Experiences for Children Under Six, 2 nd edn, Tertiary Press, Croydon, Vic.
This is a beautifully illustrated small book which provides ideas and arrangement of small spaces which reflects the nature and evokes the curiosity of young children.
CHCFC301A CHCPR301B
Department of Health and Family Services 2005, Staying Healthy in Child Care: Preventing Infectious Diseases in Child Care, 4th edn, Australian Government Publication Service, Canberra. Available from: http://www.nhmrc.gov.au/publications/synopses/_files/ch43.pdf
An essential reference for all those teaching and studying about health and safety in children’s services
CHCCN301B CHCCN303A HLTOHS300B
Farmer, S 2008, Collaborative documentation and planning , TAFENSW, Community Services,
New TAFENSW publication designed to assist newly qualified or existing early childhood practitioners in their everyday
CHCFC301A CHCPR303D
06/05/2023 29
Resources Comments Recommended for unit/s of competency
Health, Tourism and Recreation Curriculum Centre
practice. The text focuses on documentation and planning which reflects a positive view of the child.
CHCRF301E
Firth J. Kambouris N. & O’Grady O. 2003, Health & Safety Practices in Family Day Care: Model Policies & Practices, 2nd edn, School of Public Health & Community Medicine, University of NSW, Sydney. Available from: http://www.med.unsw.edu.au/SPHCMWeb.nsf/resources/FDCModelPolicies.pdf/$file/FDCModelPolicies.pdf
A useful resource for helping students to understand health and safety practices in FDC.
CHCCN301B HLTOHS300B CHCCN303A CHCAL307A
Firth J. Kambouris N. & O’Grady O. 2003, Health & Safety Practices Children’s centres: Model Policies & Practices, 2nd edn rev, School of Public Health & Community Medicine, University of NSW, Sydney. Available from: http://www.med.unsw.edu.au/SPHCMWeb.nsf/resources/FDCModelPolicies.pdf/$file/FDCModelPolicies.pdf
A useful resource for helping students to understand health and safety practices in Child Care Centres.
CHCCN301B HLTOHS300B CHCCN303A
Greenman, J. Stonehouse, A & Schweikert G, 2008, Prime times: a handbook for excellence in infant and toddler care , 2nd edn, Redleaf Press, St. Paul, MN.
A delightful and useful text for teachers and students providing useful and best practice information about caring for babies and toddlers in children’s services.
CHCCN302A CHCCN305B CHCCN301B CHCIC301E CHCFC301A CHCRF301E CHCAL307A
06/05/2023 30
Resources Comments Recommended for unit/s of competency
Mathews, C 2004, Healthy Children: A Guide for Childcare, 2 nd edn, MacLennan & Petty Elsevier, Australia.
This text examines the human health needs in children (and their families) who are attending child care settings; needs for physical, social and emotional health that are common to all.
CHCCHILD401A CHCCN301B CHCCN303A CHCCS400B CHCAL307A
Nixon, D & Aldwinckle, M 2005, Exploring: Child development from three to six years, 2 nd edn, Thomson Learning Tuggerah, N.S.W.
A great supporting Australian text for students studying preschool aged children at Certificate and Diploma level. Overview of all areas of development and play.
CHCCN302A CHCCN305B CHCFC301A CHCIC301E CHCPR303D
Nixon, D & Gould K 1999, Emerging: child development in the first three years, 2 nd edn, Thomson Learning Tuggerah, N.S.W.
A great supporting Australian text for students studying infants and toddlers at Certificate and Diploma level. Overview of all areas of development and play.
CHCCN302A CHCCN305B CHCFC301A CHCIC301E CHCPR303D
Nixon, D & Gould K 2005, Extending: Child Development from Five to Twelve Years, 2 nd edn, Social Science Press, Katoomba.
A great supporting Australian text for students studying school aged children at Certificate and Diploma level. Overview of all areas of development written with lots of scenarios and applications.
CHCCN302A CHCCN305B CHCFC301A CHCIC301E CHCPR303D
Nowland, S. 2003, Including cultural experiences in your program, rev. edn, Aboriginal Resource & Management Support Unit, Regency Park, S Aust.
Provides a range of experiences and ideas for integrating Aboriginal perspectives into programs for young children.
CHCRF301E CHCIC302A
Oberklaid, F 2004, Health in early childhood settings: from emergencies to the common cold , Pademelon Press, Castle Hill, NSW
An Australian text developed particularly to provide health care information and procedures for dealing with illness to child care workers.
CHCCN301B HLTOHS300B CHCCN303A CHCAL307A
Shipley, D 2007, Empowering Children: Play-Based Curriculum for Lifelong Learning, 4 th edn, Thomson Nelson, Canada.
Life-long learning is now accepted as an integral part of current education philosophies. This book provides ideas on how play in early childhood settings can empower children for lifelong learning
CHCCN302A CHCCN305B CHCFC301A CHCIC301E CHCPR301B CHCPR303D
06/05/2023 31
Associated legislation and policy information Comments
Child Protection (Prohibited Employment) Act 1998 No 147 : Children and Young Persons (Care and Protection) Act 1998 No 157: Children and Young Persons (Care and Protection) Regulation 2000: Health Records and Information Privacy Act 2002 No 71: NSW Anti- Discrimination Act 1977 No 48: Privacy and Personal Information Protection Act 1998: Workers Compensation (General) Regulation 1995: Workers Compensation Legislation Amendment Act 2000 No 87: Workplace Injury Management and Workers Compensation Act 1998 No 86
Available from:
http://www.legislation.nsw.gov.au
Early Years Learning Framework Available from:
http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx
ECA Code of Ethics 2007 Available from:
http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html
National Quality Standards http://www.deewr.gov.au/EarlyChildhood
NSW Commission for Children and Young People 2006, New South Wales Interagency Guidelines for Child Protection Intervention , NSW Government, Sydney
Website for PDF version:
http://www.community.nsw.gov.au/docswr/_assets/main/documents/interagency_guidelines.pdf
NSW Curriculum Framework for Children’s Services Available from:
http://www.community.nsw.gov.au/docswr/_assets/main/documents/childcare_framework.pdf
NSW Department of Community Services 2005 Checklist Website for PDF version:
06/05/2023 32
Associated legislation and policy information Comments
for mandatory reporters, NSW Government
www.youthservicestoolkit.com.au/_literature_46199/Mandatory-Checklist
Work Health and Safety Regulations Available from:
http://www.workcover.nsw.gov.au/newlegislation2012/WHSlawandpolicy/Pages/WorkHealthandSafetyRegulations.aspx
Australian Children’s Education and Care Quality Authority
Available from:
http://acecqa.gov.au/
Education and Care Services National Law Act 2010 Available from:
http://acecqa.gov.au/national-quality-framework/
Education and Care Services National Regulations 2011 Available from:
http://acecqa.gov.au/national-quality-framework/
United Nations General Assembly 1989, The Convention on the Rights of the Child , available through UNICEF or The Human Rights and Equal Opportunities Commission.
Available from:
http://www.unicef.org/crc/
Journals Comments
Australian Journal of Early Childhood
The Journal of Early Childhood Australia Inc.
Offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood
06/05/2023 33
Journals Comments
practitioners, academics and students.
www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/australian_journal_of_early_childhood.html
Broadside
The Community Child Care Monthly Newsletter. Community Child Care Co-operative Ltd. (NSW)
Brings you all the latest childcare industry political news and comments. Broadside is a politically-orientated newsletter - providing up to the minute political issues affecting the childcare industry.
http://www.ccccnsw.org.au/index.php?Itemid=137&id=37&option=com_content&task=blogcategory
Every Child
The magazine of the Australian Early Childhood Association
This magazine has regular articles about legal and staff issues in Children’s Services.
www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/australian_journal_of_early_childhood.html
Exchange Magazine
The early childhood Leaders Magazine. (United States)
Practical articles written by the leading authorities in the field on issues early childhood professionals face every day
http://www.childcareexchange.com/
Family Matters
Journal of the Australian Institute of Family Studies
Research journal of the Australian Institute of Family presents current family-related research
http://www.aifs.org.au/institute/pubs/fammats.html
Gowrie RAP: Reflections
This is the quarterly magazine of the Lady Gowrie Child Centre
Promotes better practice in children's services through professional advice and support
http://www.gowrie-adelaide.com.au/cms/?q=node/23
Jigsaw
The magazine of Family Day Care Australia
Has articles about professional development, innovations, child development/behaviour and insurance issues as well as family day care program matters
06/05/2023 34
Journals Comments
http://familydaycare.com.au/index.php/main/Home#M55
Network News
A quarterly publication of the Network of Community Activities.
Has articles about professional development, child development/behaviour and management issues as well as OSHC program matters
http://www.netoosh.org.au/publications.htm
Rattler
The children’s service magazine (quarterly). Community Child Care Co-operative Ltd. (NSW)
Contains high-quality essays and articles about a wide range of social, economic, educational and political issues that affect the childcare industry,
http://www.ccccnsw.org.au/index.php?option=com_content&task=view&id=17&Itemid=210
Websites, online resources CommentsRecommended
for Unit/s of Competency
ABC Play School
http://www.abc.net.au/abcforkids/shows/s2948500.htm
Home page of the ABC television show, Play School. In this area of the Play School site you will find: Viewing schedule; program notes; about Play School; contact Play School; Play School concerts; Play School products; Play School site credits; ABC Privacy Policy
CHCPR301B
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments
http://www.deewr.gov.au/EarlyChildhood
Federal Government website for Early Childhood policy and resources e.g. EYLF, National Quality Standards
All units
06/05/2023 35
Websites, online resources CommentsRecommended
for Unit/s of Competency
Australian Industrial Relations Commission
http://www.airc.gov.au
The focus of the site is to provide the latest AIRC decisions, awards, transcripts and related information.
CHCORG303B
Australian Institute of Family Studieshttp://www.aifs.gov.au/
Australia's foremost centre for research and information on family wellbeing
CHCCN301B CHCIC302A, CHCRF301E
Cancer Council of NSW.http://www.nswcc.org.au/
The Cancer Council raises money from the public to fund all aspects of cancer research, treatment and patient support.
CHCCN301B CHCCN302A CHCCN305B HLTOHS300B
Women and Children’s Health Network
http://www.cyh.com/SubDefault.aspx?p=98
A very informative site that offers child and youth health service information to cater for parents and children.
CHCCN301B CHCCN302A CHCCN305B HLTOHS300B
Child Care Research and Resource Unit, University of Toronto, Canada
http://www.childcarecanada.org/
Focuses on research and policy resources for early childhood education and care.
CHCFC301A CHCCN301B CHCCN302A CHCCN305B HLTOHS300B
Child Development Institute
http://childdevelopmentinfo.com/
An information site on child development, psychology, parenting, learning, health and safety as well as childhood disorders such as attention deficit disorder, dyslexia and autism.
CHCFC301A CHCPC301A CHCCN301B CHCIC301E CHCPR301B
Children’s Services NSW
http://www.cscentral.org.au/
A resourcing and networking web site. Hosted by Lady Gowrie Child Centre, Sydney.
CHCCN301B CHCCS400B CHCIC301E CHCPR301B CHCORG303B
Community Child Care Cooperative Ltd. (NSW)
Community Child Care Co-operative is a not-for-profit
All units
06/05/2023 36
Websites, online resources CommentsRecommended
for Unit/s of Competency
http://www.ccccnsw.org.au/ established in 1978 to promote, support and advocate for quality children’s services, meeting the needs of children, their families and the community.
Early Childhood Australia
http://www.earlychildhoodaustralia.org.au/
Early Childhood Australia is the peak early childhood advocacy organisation, acting in the interests of young children, their families and those in the early childhood field.
CHCFC301A CHCPR301B CHCCS400B CHCORG303B CHCRF301E CHCIC302A CHCCN305B CHCCN302A
European Network for Indigenous Australian Rights (ENIAR)http://www.eniar.org/
Promotes awareness on indigenous issues and provides information for Indigenous Australians
CHCRF301E CHCIC302A
Everything preschool
http://www.everythingpreschool.com/
Provides a range of preschool resources and experience idea.
CHCFC301A CHCPR301B
Families NSWhttp://www.families.nsw.gov.au/
The Families NSW website provides parents and educators with information on a wide variety of services for families in NSW, and how families can access them
CHCRF301E CHCCS400B
CHCCHILD401A
mychild.gov.au http://mychild.gov.au/pages/home.aspx
Provides information to families about Australian Government early learning and care initiatives and other issues that affect children
CHCRF301E CHCCS400B CHCCHILD401A
Games Kids Play
http://www.gameskidsplay.net/
A list of children’s games and how they are played
CHCCHILD401A CHCCN301B CHCCS400B CHCIC301E CHCPR301B
06/05/2023 37
Websites, online resources CommentsRecommended
for Unit/s of Competency
CHCPR303D
Health Insite
http://www.healthinsite.gov.au/topics/Child_Development
Provides a range of reliable health and child development information.
CHCFC301A CHCCN301B CHCCN302A CHCCN305B
Healthy Eating Club
http://www.healthyeatingclub.com/index.htm
Provides online courses, nutrition information, downloadable dietary assessment tools, fact sheets and more.
CHCCN301B CHCCN303A
Australian Human Rights Commission
http://www.hreoc.gov.au/
A national independent statutory government body established in 1986, that has responsibility for inquiring into alleged infringements in relation to racial, disability and sex discrimination as well as infringement of human rights.
CHCCHILD401A CHCCN301B CHCCS400B CHCIC301E CHCPR301B CHCPR303D CHCORG303B
Kids and Traffic
http://www.kidsandtraffic.mq.edu.au/
Provides a variety of materials and information which support the inclusion of road safety education in programming and planning for children and families
CHCCN301B CHCCN302A CHCCN305B CHCCS400B CHCPR301B
Kidsafe NSW Inc
http://www.kidsafensw.org/
On this website you will find information about current news and events, fact sheets, resources and program information to help keep children safe.
CHCCHILD401A CHCCN301B CHCCS400B CHCIC301E CHCPR301B
Gowrie NSW
http://www.gowrie-sydney.com.au/
Promotes high quality and equity in services for children and their families by providing information about programming and staff training.
CHCFC301A CHCPR301B CHCORG303B
Children’s Services – United Voice A Website where you can keep CHCCS400B
06/05/2023 38
Websites, online resources CommentsRecommended
for Unit/s of Competency
http://unitedvoice.org.au/industries/childrens-services
informed about current professional and industrial child care issues.
CHCORG303B
National Association for the Education of Young Children (NAEYC)
http://www.naeyc.org/
The NAEYC is the America’s largest organisation of early childhood professionals and caters for children birth through to age eight. By accessing this site you will be able to link into the comprehensive material available for improving the quality of early childhood education programs.
All units
National Health and Medical Research Council
http://www.nhmrc.gov.au/
NHMRC is Australia's peak body for health and medical research; for health advice; and for ethics in health care and in health and medical research.
CHCCN301B CHCCS400B CHCPR301B CHCCN305B CHCCN302A
National Network for Child Care
http://www.nncc.org/
Articles and resources on child development, learning guidance and discipline.
CHCFC301A CHCPR301B CHCCN302A CHCCN305B CHCRF301E
Network of Community Activities.Resources and Information for OOSH Serviceshttp://www.netoosh.org.au/
Network provides information, advocacy, and support for quality community based services for school aged children, including children with disabilities.
All OSHC units
NSW Anti-Discrimination Board
http://www.lawlink.nsw.gov.au/adb
Promotes anti-discrimination and equal opportunity principles and policies throughout NSW. Provides an enquiry service for people who want to know about their rights or responsibilities
CHCCHILD401A CHCCS400B CHCIC301E CHCPR301B CHCRF301E
06/05/2023 39
Websites, online resources CommentsRecommended
for Unit/s of Competency
under anti-discrimination law. CHCIC302A
NSW Department of Family & Community Services
http://www.community.nsw.gov.au/
The NSW Department of Family and Community Services web site offers the public information on the welfare services provides for people in New South Wales. In particular it provides material and guidelines to support the needs of children and adolescents vulnerable to abuse or neglect and help to support people with disabilities.
CHCCHILD401A CHCCN301B CHCCS400B CHCIC301E CHCPR301B
NSW Health
http://www.health.nsw.gov.au/
The site offers a host of subjects which are accessible to download. These documents are available in multiple languages.
CHCCN301B HLTOHS300B CHCCS400B CHCPR301B CHCCN302A CHCCN305B
NSW Industrial Relations Commission
http://www.lawlink.nsw.gov.au/irc
The Industrial Relations Commission conciliates and arbitrates to resolve industrial disputes, sets conditions of employment and fixes wages and salaries by making industrial awards, approves enterprise agreements and decides claims of unfair dismissal.
CHCORG303B CHCCS400B
Nursery rhymeshttp://www.zelo.com/family/nursery/index.asp
A list of popular nursery rhymes with their lyrics.
CHCPR301B
Nutrition Australia A non-government, non-profit, community based organisation that aims to provide scientifically
CHCCN303A
06/05/2023 40
Websites, online resources CommentsRecommended
for Unit/s of Competency
http://www.nutritionaustralia.org/ based nutrition information to encourage all Australians to achieve optimal health through food variety and physical activity.
Office of Industrial Relations
NSW Department of Commerce
http://www.industrialrelations.nsw.gov.au/
The OIR offers a wide range of services to its customers in rural and metropolitan NSW in the areas of compliance, equity and workplace reform.
CHCORG303B
The Perpetual Preschool
http://www.perpetualpreschool.com/music.html
Music and movement area of one of the best early childhood sites for ideas and sharing.
CHCFC301A
CHCPR301B
Punkyschildcare.com
Preschool music activitieshttp://www.punkyschildcare.com/music/
Songs and movement ideas. CHCFC301A CHCPR301B
Protective Behaviours Consultancy Group of NSW
http://protective-behaviours.org.au/
Protective Behaviours can be used by both children and adults to help keep them safe and work towards reducing violence in the community
CHCCHILD401A CHCCN301B CHCCS400B CHCIC301E CHCPR301B
Raising Children Networkhttp://raisingchildren.net.au/
Provides tools, resources and printable handouts for all those caring for and working with children. Particularly useful for parents, and health and nutrition issues
CHCFC301A CHCIC301A CHCPR301B CHCPR303D CHCCN301B CHCCN305B CHCCN302A CHCCN303A CHCRF301E
Reconciliation Australia Reconciliation Australia is the CHCCS302A
06/05/2023 41
Websites, online resources CommentsRecommended
for Unit/s of Competency
http://www.reconciliation.org.au/ non-government, not-for-profit foundation established in January 2001 to provide a continuing national focus for reconciliation
CHCRF301E
SIDS and kids
http://www.sidsandkids.org/
This site contains information and publications on SIDS, sudden infant death and safe sleeping for use by parents, health professionals, researchers, school teachers and children
CHCCS400B CHCCN301B CHCCN305B CHCCN302A CHCRF301E
Sttar.org
State wide Transcultural Training and Resourcing Program
http://www.sttar.org/
The STTAR Program supports Australian families and children who speak languages other than English
CHCCS302A CHCRF301E
Tresillian Family Care Centres
http://www.cs.nsw.gov.au/Tresillian
Tresillian aims to support families in the early stages of a child’s life, especially in the areas of health and well being, according to population needs
CHCCN305B CHCCN302A CHCRF301E
Tufts University: Child and Family Web Guide
http://www.cfw.tufts.edu/
Hundreds of links to sites containing research and practical advice on child development
CHCFC301A CHCPR301B CHCRF301E
UNICEF Committee of Australia
http://www.unicef.org/crc/
Convention on the Rights of the Child – the first legally binding international instrument to incorporate the full range of human rights
CHCCS400B CHCCS302A CHCRF301E CHCPR301B
WorkCover NSW WorkCover promotes workplace CHCCN301B
06/05/2023 42
Websites, online resources CommentsRecommended
for Unit/s of Competency
http://www.workcover.nsw.gov.au/
health and safety, and provides the workers compensation system for the employers and workers of NSW.
CHCCS400B HLTOHS300B
Zero to Three – National Centre for Infants, Toddlers and Families
http://www.zerotothree.org
Information on babies and toddlers.
CHCFC301A
CHCIC301A CHCPR301B CHCPR303D CHCCN301B CHCCN305B CHCCN302A CHCCN303A CHCRF301E
Audio-visual resources CommentsRecommended
for Unit/s of Competency
Cordell, M 2003, Getting to know you: recognising infant communication & social interaction , Hilton Cordell Productions, New South Wales Institute of Psychiatry, Northern Beaches Child and Family Health Service, Bondi, NSW
An exploration of the ways in which babies from birth to two years of age communicate with their caregivers.
CHCFC301A CHCIC301A CHCPR301A CHCPR303D CHCCN305B CHCCN302A CHCRF301E
Gowrie Adelaide, 2002, Primary caregiving: working toward secure attachments in childcare , (videorecording), Gowrie Adelaide Productions, Thebarton, S. Aust.
Provides an understanding of the importance of primary caregiving in child care centres, the role of the professional in developing and supporting secure attachment relationships with children, and how primary caregiving systems operate.
CHCFC301A CHCIC301A CHCPR301B CHCPR303D CHCCN305B CHCCN302A CHCRF301E
Gowrie Adelaide, 2002, Secure attachments: the foundation of relationships in childcare programs , (videorecording), Gowrie Adelaide Productions, Thebarton, S. Aust.
Provides an understanding of attachment and how child care professionals support the development of secure attachment relationships for
CHCFC301A CHCIC301A CHCPR301B CHCPR303D CHCCN305B
06/05/2023 43
Audio-visual resources CommentsRecommended
for Unit/s of Competency
children from birth to three years of age in child care centres.
CHCCN302A CHCRF301E
Audio-visual resources CommentsRecommended
for Unit/s of Competency
Institute of Early Childhood, 2004 Mia-Mia A New Vision for Day Care: Series, Change Focus Media, Sydney.
Extremely useful video series (PAL and NTSC) for early childhood pre-service and in-service programs.
CHCFC301A CHCIC301A CHCPR301B CHCPR303D
CHCCN301B CHCCN305B CHCCN302A CHCRF301E
Nutrition Australia (2001) The Healthy Eating Pyramid , Video Education Australasia, Vic.
Covers two pyramids, one for vegetarians and the other for non-vegetarians. The video emphasises the need to reduce the intake of saturated fat, salt and refined foods and to increase the intake of complex carbohydrates, and also the need for regular activity or sport to be part of everyone's healthy lifestyle.
CHCCN301B CHCCN303A CHCCN305B CHCCN302A HLTOHS300B
Olenick, R 2002, Coping With Challenging Behaviour (Early Childhood Training Series), Magna Systems, USA.
In this program teachers describe the concept of positive guidance, and what they need to know about children before they find the appropriate techniques for dealing with challenging behaviour. Discussed is how to help children learn problem solving techniques as an alternative to challenging behaviour. In addition, teachers raise their concerns in balancing individual versus group needs.
CHCFC301A
CHCIC301A
CHCRF301E
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Audio-visual resources CommentsRecommended
for Unit/s of Competency
Audio-visual resources CommentsRecommended
for Unit/s of Competency
Video Education Australasia 2001, Diversity Rules OK The Changing Nature of Families, Video Education Australasia, Victoria.
This video attempts to define the family in today’s society. In the process it explores various types of families including nuclear, sole parent, blended, gay and extended families.
CHCIC302A CHCRF301E
Walcoff, L. 2002, Keys to quality infant and toddler care (videorecording), Magna Systems, Barrington, Ill
Shows day-to-day care that is tailored to the individual infant, toddler and two-year-old and hear discussions of the essential components, emphasizing the key relationships, among the children, parents and staff. Also highlights elements of programming and the environment, including health and safety.
CHCORG303B CHCAL307A CHCFC301A CHCIC301A CHCPR301B CHCPR303D CHCCN305B CHCCN302A CHCRF301E
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APPENDIX 5:
GUIDELINES FOR SUGGESTIONS OR COMPLAINTS:
In the Early Childhood Education and Care section at Randwick TAFE College we are committed to providing the highest quality service to you within our educational environment.
If you have a suggestion or complaint, you are required to follow this procedure:
1. If applicable, consult the appropriate teacher/assessor. (We recommend that you discuss your issues directly with the person involved.)
If unresolved, then you may arrange a suitable time to speak with:
2. Your co-ordinator
If still unresolved, then you may arrange a suitable time to speak with:
3. Your Head Teachers
Fran Hughes and Kathy Gelding
4. For further guidelines, see the current year’s TAFENSW Student Guide for TAFE procedures.
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APPENDIX 6:
11 December 2002 SUPPLEMENT TO TAFE COMMISSION GAZETTE No. 43 of 2002
MODEL STUDENT CODE OF CONDUCT
For Students in Workplace or Simulated Workplace Learning
THE STUDENT’S SIGNATURE IS REQUIRED TO ACKNOWLEDGE RECEIPT OF THIS DOCUMENT
1. I will take part in workplace learning in a manner that reflects positively on myself and TAFE NSW.
2. I will use my skills and knowledge for the betterment of the workplace and its clients/customers.
3. I will comply in all my behaviour and learning in accordance with appropriate legislation, including that relating to the protection of children and young people.
4. I will behave with integrity and respect in my dealings with others in the workplace including my employer, fellow workers and clients/customers.
5.I will place a high priority on meeting occupational health and safety requirements.
6.I will dress appropriately for the workplace and respect dress rules, where they exist.
7.I will be punctual.
8.I will notify the workplace as soon as possible if I am unable to attend because of illness or other unavoidable circumstance.
9. I will make every effort to fit into the workplace and work with others in a cooperative manner.
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10. If I feel I am asked to undertake a task which has not been agreed upon between my teacher and the employer, I will inform my supervisor or employer and my teacher/designated Institute contact.
11. If I have any problem I will communicate with my supervisor or employer and my teacher/designated Institute contact.
12. I understand that if I do not adhere to this code of conduct I may not be allowed to participate in workplace learning in future and that if I commit serious breaches of the Student Discipline Policy I may be excluded from this course. Other penalties may also apply.
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APPENDIX 7:
Dear Parent/Guardian
re: Diploma/Certificate in Children’s Services
This letter is to introduce ……………………………………................. who is a learner enrolled in the above course at Randwick TAFE College.
This course requires learners to select children of specific ages and conduct some confidential, anonymous observations and take photographs for the purpose of learning skills involved with working with children.
The learners have tasks which require them to watch children in a variety of settings and write down or photograph the skills and behaviours they see. The learner, using the knowledge they have built up so far, then evaluates this information. First name or initial are used to refer to the children, and we take great care to ensure that all learners keep total confidentiality.
If you agree to the learner observing your child for this course, please sign the attached permission note that will be handed in with the learner’s assignment.
If you have any queries about this please contact the cluster/stage manager at Randwick TAFE on 9469 8737.
Parent/Guardian Consent – Child Studies
I ……..……………………………. (parent/guardian) give permission for ………………………….... to observe, take photographs of and record details of my child and family for the purpose of child study. I also agree to ………………………. carrying out activities with my child ……………………... as part of this study.
Signed ………………………………………….. (parent/guardian)
Children’s Service/Centre ……………………………………………………………………………………
Workplace Supervisor
I ……………………………………….. as a member of staff of …………………………………………… confirm that our Centre’s paperwork/forms cover the above consent.
Signed …………………………………………….. (workplace supervisor)
Name …………………………………………………..
APPENDIX 8:
STUDENT LEARNING CONTRACT
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The following contract is for a student who………….. (please tick the following boxes)
Is repeating units “not yet competent”
Is repeating units in which they withdrew (no penalty)
Has poor attendance
Has a history of assignment lateness
Has not attended in-class presentations
Needs tutorial support
STUDENT’S NAME: ………………………………………………………………….
Cluster I Certificate III
Cluster II Other
Cluster III Part-Time or Full-Time
I understand that I must attend all classes/play sessions/work placements and successfully complete all assessments to pass previous “not yet competent” units. I will achieve a “competency” grade only for those repeated units. I understand that any unit can only be attempted twice.
I understand that I must attend all relevant classes/play sessions/work placements and pass all assessments of units that I am re-entering before progressing through the course or completing the course.
I understand that I must attend all my tutorial support sessions organised by the Early Childhood Education and Care staff and the support services section.
I understand that I must attend all relevant classes and participate actively and positively in these classes/playsessions in order to develop my knowledge and skills.
I understand that I must hand all future assignments to appropriate unit teachers on time.
I understand that I must attend all future in-class presentations and present my own work on due dates.
I understand that, due to my poor attendance, I may not have the knowledge and skills required to pass work placement.
STUDENT SIGNATURE AND DATE:
STAFF SIGNATURE AND DATE:
APPENDIX 9:
COURSE OVERVIEW
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The following pages show an overview of all the TAFE units for:
18206 – CHC30708 - Certificate III in Children’s Services
18208 – CHC50908 - Diploma of Children’s Services (Early Childhood Education & Care)
It is not always possible to transfer directly from full time mode to part time mode or vice versa due to:
Lack of a space in the particular student group/class
Non-alignment from one stage to another , for example: Cluster 1 - Diploma full time = 1 semester (6 months) compared to Year 2 - Diploma part time = 2 semesters (1 year)
To transfer from one mode to another, students must apply in writing and each individual student situation is discussed with the Section and Management.
Full Time Mode: 18206 – 18208
Certificate 111 = six months
Diploma = 18 months
Part-Time Mode: 18206 - 18208
Certificate 111 = one year
Diploma Cluster = two years
APPENDIX 10:
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EMERGENCY EVACUATION OF STAFF AND STUDENTS WITH
DISABILITIES
51
In an evacuation a siren will sound for approx two minutes then you will hear the words “emergency evacuate”.
About 15% of the general population have a permanent disability of some kind. Many of these people are in permanent employment and most will require access to government offices or departments such as Sydney Institute for various services.
The needs of employees, students, visitors and members of the public must be considered in the building evacuation plans of all government owned and leased properties. Evacuation of people with disabilities is not especially difficult but adequate planning is required to ensure appropriate allocation of responsibilities, clear communication of instructions and procedures, and adequate attention to the effective execution of evacuation plans, including escape routes to meet specific requirements.
Identification of People Requiring Assistance:
An up-to-date list of the names, workplaces and other necessary information about mobility-impaired persons should be maintained by the OH&S Services at Ultimo. All relevant line managers have the responsibility to provide the OH&S Services the College Director (or delegated officer) with a current list of disabled employees and students (where applicable) under their supervision. The procedures for helping mobility impaired-persons (and those who may have difficulty understanding the nature of the emergency) should be discussed with the individuals concerned.
All new employees and students should be introduced to emergency evacuation procedures as part of their induction or orientation to the Institute and reinforced throughout their training.
Training of Emergency Control Personnel ( ECP - Floor Wardens):
All Institute ECP personnel should be trained in the methods of assisting mobility-impaired persons during emergencies. Such training should cover communication needs of different disability groups, escorting and lifting methods and availability and use of special equipment if appropriate.
College Directors or their delegated Officer should take care in selecting floor wardens and other ECP personnel who have the competency in conveying instructions to particular people with disabilities under their responsibility. Training in lifting methods may be necessary in certain circumstances. OH&S Services can assist you in regard to this.
Needs of People with Different Disabilities:
Problems:
(a) Difficulty negotiating narrow passage ways or moving quickly through offices due to loss of balance, breathing difficulties, difficulty walking, obstructed passageways or poor access for wheelchair.
(b) Difficulty with or inability to use stairs.
Solutions:
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(a) Provide a list of staff / students with permanent or temporary mobility problems (names, workplaces, specific mobility problems) to OH&S Services and College Directors or delegated officer, and with the responsible line manager.
(b) Keep offices and passageways clear of obstructions. Management and staff could be reminded of this obligation through adequate signposting. ECP personnel should monitor evacuation routes (egress paths) and exits are kept clear.
(c) Check evacuation assembly points to ensure that they are suitable for people using wheelchairs and for people with other mobility problems. It is preferable to leave people in their wheelchairs if evacuation is not necessary. Wheelchairs should only be left behind if stairway evacuation is the only alternative. If a wheelchair (or other disability appliance) has to be abandoned, it must not obstruct passageways or landings. (It may only be necessary to carry a person down one or two flights of stairs if the lifts cannot be used.)
(d) If evacuation is deemed necessary, the lift may be used for people with severe mobility problems but only under the control of combating authority personnel, such as the NSW Fire Brigade or by Qualified Institute Emergency Management Team (IEMT). This method is preferred by the Fire Brigade rather than removing people from their wheelchairs when possible. The lift must be in fire service mode.
(e) Institute personnel with physical disabilities should discuss their specific requirements with there supervisors and floor wardens who should be thoroughly familiar with methods of assisting the person with the disability, for example lifting, carrying, escorting from building.
(f) Floor Wardens must be aware of which lifts are "fire rated" However Fire Brigade or IEMT instructions must be followed in regard the use of lifts in an emergency.
(g) Floor Wardens and other personnel should not assume that lifting
techniques would be similar for all disabled people.
NOTE: Many people with hidden physical disabilities such as epilepsy, heart conditions and multiple sclerosis do not wish to be identified due to past discrimination. Floor Wardens will therefore need to be sensitive to this issue.
Hearing Impairments
Problems:
(a) Difficulty with or inability to hear fire bells.
(b) Lack of information about emergency procedures if training is only verbal.
Solutions:
(a) Provide a list of hearing impaired students or personnel (names, workplaces, communication needs) to OH&S Services, College Director or delegated Officer and with the line manager.
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Section: ~ 30.01
ExampleLifting Technique
53
(b) Consider installing a visual alert fire alarm (flashing system). Variations on this include wiring the main lights to flash on and off if the fire bell goes, wiring the alarm system to strobe lights, visual paging units (the installation of emergency warning systems are being included in most building upgrades within the Institute).
(c) Floor Warden (or designated person) should ensure that the hearing impaired person is personally informed of the emergency or practice session.
(d) The hearing impaired person should discuss communication requirements with the floor warden or his/her supervisor who should be familiar with communication techniques which best suit the individual. It is advantageous (but not necessary) that he or she is familiar with finger spelling and basic evacuation signs.
(e) Consideration should be given to conducting practice sessions using a sign language interpreter, where appropriate.
(f) Evacuation procedures should be displayed and explained (clearly and simply).
(g) Evacuation should follow the same procedures as for non-disabled personnel.
Visual Impairments,
Problems:
(a) Lack of familiarity with emergency exit routes;
(b) Lack of clear fire exit signs for people with little sight;
(c) Fear of separation from guide dog.
Solutions:
(a) Provide a list of blind or visually impaired personnel (names, workplaces, mobility method, for example, white cane or guide dog) to OH&S Services, College Director or delegated Officer and with the line manager.
(b) Ensure the blind person takes someone's arm (guide dogs should be put on the leash).
(c) Pay particular attention to keeping offices and passageways clear of obstructions.
(d) Clear fire exit signs (preferably white letters on a black background with minimum height of letters being 74 mm).
NOTE: Guide dogs are especially trained for crowded situations and to negotiate large flights of stairs. There is no need to use the lift (as for people with severe mobility problems) in these circumstances. A guide dog will be most comfortable with its owner.
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Section: ~ 30.02
54
There is a general perception that people with visual impairments (who do not use guide dogs) are slower to move in emergency situations. If ECP personnel have doubts, this issue should be clarified with the person concerned to ensure a mutually agreeable evacuation method. If necessary, the fire- mode lift could be used.
Intellectual Disabilities:
Problems:
(a) Possible difficulties with written instructions;
(b) Possible difficulties in understanding instructions.
Solutions:
(a) Provide a list of personnel with an intellectual disability (names, workplaces, specific needs) to OH&S Services, College Director or delegated Officer and with his / her line manager.
(b) ECP personnel should explain evacuation procedures carefully and clearly, asking for feedback to ensure understanding.
(c) Run regular practice sessions so that the procedures will be familiar. This should occur for all employees.
(d) A volunteer could assist the intellectually disabled person by acting as a role model during practice sessions.
Psychiatric Disabilities:
Problems:
(a) Possible slowness to react to the emergency due to medication;
(b) Possible confusion and or panic in a crowded or tense situation.
Solutions:
(a) Provide a list of relevant personnel with a psychiatric condition or history of anxiety or panic attacks to OH&S Services, College Director or delegated Officer and with line manager. This information is strictly confidential. Many people with psychiatric conditions do not wish to be identified due to past discrimination or for obvious personal reasons and are not obliged to inform ECPS.
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Section: ~ 30.03
55
(b) If a person shows signs of distress, a person (e.g. floor warden, or a colleague) should remain with the person and assist them to evacuate to the assembly point.
LOCKDOWN PROCEDURE
Under some circumstances your teacher may instruct you to lockdown. You will be required to:
1. Close and lock doors and windows (barricade the door with furniture if necessary)2. Close blinds and turn off lights3. Gather together out of sight4. Switch off mobile phones5. KEEP QUIET AND REMAIN CALM6. Await instructions of lockdown completion
If you are outside it may be safer for you to go into a building or classroom. If this is not possible, stay out of sight.
APPENDIX 11: Immunisation
It is vital that educators and other staff are up to date with their vaccinations
Immunisation not only protects staff, but also the young children they work with, who may be more vulnerable to vaccine-preventable diseases, and may have more serious outcomes if they do contract a vaccine-preventable disease.1
Employers of educators and other staff have an obligation to minimise the risk to all staff from exposure to diseases that are preventable by vaccination. Immunisation of educators and other staff is the only effective way to manage the risk in education and care services, because many diseases are infectious before the onset of symptoms. This includes the family of educators working in a family day care setting.
See ‘Main ways to prevent infection’ in Part 1 for more information on how immunisation can help break the chain of infection.
Educators and other staff who are not immunised place children—especially younger age groups—at greater risk of acquiring a vaccine-preventable disease. Educators and other staff should be advised of the potential consequences if they refuse reasonable requests for immunisation. These include:
1
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being restricted to working with children over 12 months old
having to take antibiotics during outbreaks of bacterial diseases, even if the educator is not sick
not being able to work at all during outbreaks of bacterial diseases.
Employers should:
develop a staff immunisation policy that states the immunisation requirements for educators and other staff
develop a staff immunisation record that documents each staff member’s previous infection or immunisation for the diseases listed below
require all new and current staff to complete the staff immunisation record
regularly update staff immunisation records as staff become vaccinated
provide staff with information about vaccine-preventable diseases; for example, through in-service training and written material, such as fact sheets
take all reasonable steps to encourage non-immune staff to be vaccinated.
Advice given to educators and other staff, and any refusal to comply with vaccination requests, should be documented.
Recommended vaccinations for educators and other staff
The National Health and Medical Research Council (NHMRC) recommends that all educators and other staff are immunised against:2
pertussis—this is especially important for educators and other staff caring for the youngest children who are not fully vaccinated
measles–mumps–rubella (MMR) for educators and other staff born during or since 1966 who do not have vaccination records of two doses of MMR, or do not have antibodies against rubella
varicella for educators and other staff who have not previously had chickenpox
hepatitis A, because young children may not show any symptoms, but they can be infectious.
Additional vaccinations are recommended for special categories of educators and other staff:
Hepatitis B for educators and other staff who care for children with intellectual disabilities. Although the risk is low, seek advice about hepatitis B immunisation if the children are not immunised. Immunisation of the children should be encouraged.
Japanese encephalitis for educators and other staff who work in the outer Torres Strait Islands for one month or more during the wet season.
2 National Health and Medical Research Council, The Australian immunisation handbook, 9th edn, NHMRC, Canberra, 2008.
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All staff should also consider having yearly influenza vaccinations. Influenza is very infectious and can spread through the air by coughing and sneezing, as well as by hands, cups and other objects that have been in contact with an infected person’s mouth or nose.
Educators and other staff who are pregnant or immunocompromised (i.e. have a weakened immune system) should seek advice from their doctor about vaccinations. Some vaccinations are not recommended during pregnancy, or if a person has a disease or is undergoing treatment that affects their immune system.
See ‘Infectious diseases during pregnancy’ for more information.
Scenario
There was an outbreak of pertussis (whooping cough) in an education and care service. Parvati, an educator, became ill several days after the first case was diagnosed. She had to take time off work to see her doctor for some antibiotics, and to recover from the illness. After a few days, she was well enough to return to work. Her employer noted that she had not been immunised against pertussis, and asked if she would see a doctor to be vaccinated; Parvati agreed, but she never quite got around to it. Two months later there was another outbreak of pertussis at the education and care service. Because Parvati was not vaccinated, she had to take more time off work to see her doctor and receive more antibiotics.
What should Parvati have done?
Pertussis is a vaccine-preventable disease—if Parvati had been vaccinated before she began working at the education and care service, her chances of getting ill from pertussis would have been very small. This would also have saved her time and money, because she would not have had to take time off to see her doctor, or to pay for antibiotics.
What should Parvati’s employer have done?
All education and care service employers should have accurate records of their staff members’ immunisations and when any boosters are due, and should review these records regularly to keep them up to date.
Parvati’s employer should have had a clear policy for the education and service about immunisations for staff, and made sure that all staff were aware of this policy.
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Infectious diseases during pregnancy
Educators and other staff who are pregnant need to be aware of how some infections can affect their unborn child. If a staff member is pregnant, it is important for the education and care service to make sure that all staff are following good infection control practices.
For more information about the following diseases, see the relevant fact sheets in Part 5—Fact sheets.
Cytomegalovirus (CMV)
CMV infections can cause serious birth defects. The highest risk to the unborn child is during the first half of the pregnancy, especially for women who have not previously been infected with CMV. CMV infection occurs in 1% or less of pregnancies and, of these cases, less than 10% of babies are likely to have severe illness.
CMV can spread through infected urine and saliva. Women of childbearing age working with young children should pay particular attention to good hand hygiene after contact with body secretions, especially after changing nappies or assisting in toilet care.
Risk management during pregnancy
Pregnant women could be relocated within the service to reduce their risk of exposure to diseases that can harm their unborn baby. For example, an educator who usually works in the babies’ room becomes pregnant, and she is not immune to CMV. To reduce the risk to the educator, she is relocated to a preschool room, where she is less likely to be exposed to CMV through nappy changing and feeding.
Human parvovirus B19 (erythema infectiosum, fifth disease)
Infection with human parvovirus B19 generally causes a mild illness. However, if a pregnant woman is infected, the virus may be transmitted to her unborn baby.
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In less than 5% of these cases, the virus may cause severe anaemia (low red blood cell count) in the baby, resulting in miscarriage. The risk of miscarriage is highest if the mother is infected during the first half of pregnancy. Babies who survive if the mother is infected do not have birth defects.
Pregnant women who are at risk of exposure can have a blood test to show if they are immune to the virus. More than 50% of women will have already had the infection and developed immunity—these women and their unborn babies are protected from infection and illness. Pregnant women who are not immune should consider strategies to reduce their risk of infection, including regularly performing effective hand hygiene.
Rubella (German measles)
Rubella is a vaccine-preventable disease that usually causes mild illness in children. However, if expectant mothers are infected during the first 20 weeks of pregnancy, their babies may have severe birth defects. This risk is highest in early pregnancy. If non-immune mothers catch rubella in the first 10
weeks of pregnancy, their baby will have up to a 90% chance of having rubella-associated problems. Defects are rare if the mother is infected with rubella after the first 20 weeks of pregnancy.3
Anyone who works with children should be immunised against rubella, or be certain that they are immune to rubella by having a blood test.
Toxoplasmosis
Toxoplasmosis is a disease caused by a parasite. The disease can result in birth defects. If the mother becomes infected during pregnancy, the parasite can pass through the placenta to the developing baby.
There is no risk to the baby if the mother has had the disease before—a blood test will show if the mother is immune. If the mother is not immune, consider strategies to minimise the risk of infection, including regularly performing effective hand hygiene, washing and peeling fruit and vegetables before eating, and wearing gloves when gardening. Toxoplasmosis can be spread by cats; non-immune mothers should avoid contact with cats whose feeding history is unknown, and they should not clean cats’ litter trays.
Educators and other staff have the same risk of contracting toxoplasmosis as other people.
Chickenpox (varicella)
Infection with chickenpox in the first three months of pregnancy may damage the unborn child. Pregnant women who are exposed to chickenpox at any stage of the pregnancy should see their doctor as soon as possible. If the woman does not already have antibodies against chickenpox, the doctor will give an injection of antibodies (known as varicella zoster immunoglobulin, or VZIG). Most people have had chickenpox as a child and will not get it again.
Chickenpox is a vaccine-preventable disease; however, chickenpox vaccination is not recommended during pregnancy, and pregnancy should be avoided for one month after having a chickenpox vaccination.
3
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Reference:
Staying healthy in early childhood education and care
Preventing infectious diseases in education and care services
Fifth edition
Consultation draft
October 2011
© Australian Government 2011
http://consultations.nhmrc.gov.au/open_public_consultations/staying-healthy
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