Quality 2 - Children's health and safety
Quality 2 - Children's health and safety
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2.1 - Health - Each child’s health and physical activity is supported and promoted.
2.1 - Health - Each child’s health and physical activity is supported and promoted.
Evidence: Individual routine
2.1.1 - Wellbeing and comfort
2.1.1 - Wellbeing and comfort
I ensured that all educators (permanent staff/casuals) were awared of each child individual sleep routine and bottle time by updating it on room’s communication board daily. For those children who require sleep/have bottle will be provided with an environment where they can sleep/have bottle along with resting music. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
2.1.2 - Health practices and procedures
2.1.2 - Health practices and procedures
If there are any illness outbreaks, parents and staff are notified immediately to ensure that further spread is prevented. Everyone is provided with fact sheets and policies to understand better how to manage the illness. I ensured myself verbally informed the parent whose children might have any illness systoms. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
Evidence: Announcement of illness outbreaks.
Dietary requirements and allergies poster wall
Weekly food menu
2.1.3 - Healthy lifestyle
2.1.3 - Healthy lifestyle
Ensure that food served is nutritionally balanced and appropriate for all age group, children’s dietary requirements and allergies also considered when preparing and serving food. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c). Evidence: Dietary requirements and allergies poster wall & Weekly food menu
2.2 - Safety - Each child is protected.
2.2 - Safety - Each child is protected.
2.2.1 - Supervision
2.2.1 - Supervision
Cot room has sleeping chart where educators must check cot rooms every 10 minutes and initial off when child’s safety is ensured. I reminded myself and all other educators in the room to change the sleep time supervision chart daily and went inside the cot room to physically check on the children who were sleeping and wrote down initial on the chart. Also, baby monitors are utilised to make sure that children were supervised while we were at outdoor play with other children. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
Evidence: Cot room supervision template.
Evidence: Emergency Lock Down & Drill notification
2.2.2 - Incident and emergency management
2.2.2 - Incident and emergency management
The centre conducts evacuation week when children and educators will be practicing both emergency fire and lock down drills to provide insight and deepens their understanding of how to act in emergencies effectively. I tried to remain calm and guided the educator how to response in each different emergency situation. Also, remaining calm helped children to keep calm while we were in chaotic circumstances. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
2.2.3 - Child protection
2.2.3 - Child protection
All educators and myself have undergone child protection courses to deepens their understanding and responsibility towards effectively identifying and responding to all children’s unforeseen circumstances. Additionally, I ensured that all the display of “Child Protection Reporting Procedure” were visible and able to access around the centre which to guide educators on how to react to child abused situation. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
Evidence: Child Protection Reporting Procedure
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