Unit 1.3 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited
CACHE LEVEL 2
INTRODUCTION TO
EARLY YEARS EDUCATION
AND CARE
Unit 1.3 Support physical care routines for children
Session 1
http://fcpsweb/ProSolution/Pages/Home/Home.aspx

LO1 Understand the physical care needs of children.
AC 1.1 Describe routine physical care needs for
children in relation to:
• Nappy changing
AC 1.2 Explain the role of the early years practitioner
during:
• Nappy changing
Learning Outcomes

Starter activity
Please discuss your thoughts?
Starter activity

Starter activity
1. Understand the stages of child development from birth to 7
years (1.1)
Make a spider diagram about what equipment you need when
changing a nappy?
• Changing mat
• Cream (if the parents would like you
to use it)
• Cotton wool/wipes
• Small bowl warm water
• Clean nappy
• Nappy bag to dispose of dirty nappy
• Gloves
• Apron
• Disinfectant and cloth
Discussion

• Early years practitioners will need to plan routines that support the
physical care needs of all children.
• These routines will be tailored to meet the individual needs of the child,
and will be age and stage appropriate.
• The wishes of parents/carers will be taken in to account when planning
physical care routines.
• Partnership working with parents/carers is essential when meeting the
physical care needs of young children.
1. Understand the physical care needs of children [1.1]
Routines

https://www.youtube.com/watch?v=10FbvbnqDb0
Changing a nappy
Please watch the video and ensure you are making notes

• Babies and young children should have their nappies changed at regular
intervals to avoid possible nappy rash and soreness.
• A nappy should be changed immediately if a baby or young child has
soiled it.
• Some babies and young children will have disposable nappies, while
others will have reusable or washable nappies.
• It is important to follow the wishes of parents/carers by using the
appropriate nappies.
Nappy changing

• Early years practitioners must follow the policies and procedures of the
setting when changing nappies.
• Practitioners must ensure they wear disposable plastic aprons and gloves
when changing nappies.
• Practitioners should engage with the baby or young child to ensure the
process is as pleasant as possible, and so that the child does not become
distressed.
• Practitioners should make note of any abnormalities when changing a
nappy and should inform the supervisor and parent/carer.
Nappy changing – the role of the early years practitioner

Pairs activity
Create a step-by-step guide to changing a nappy, from the moment you pick
up the child until you put them back down again. Include images and colour
Consider:
• The wellbeing of the baby or child
• How to protect yourself
• How to engage with the child
• What to do with the soiled nappy
• How to report any worries or concerns.
1. Understand the physical care needs of children [1.1, 1.2]

Pairs activity
Ensure you follow the instructions that you have written
Lets get changing

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 2

• Toilet training
during:
• Toilet training
Learning Outcomes

Please watch video and share findings
Starter

• All children are individuals, and will be ready for toilet training at different
times.
• Children should never be forced to use the potty or toilet.
• Toilet training should be a relaxed experience, and young children should
not feel humiliated if they have an accident.
• Young children should be offered the potty or a toilet with child’s seat at
regular intervals to support them to control their bladder and bowel.
Toilet training

Pairs activity
In pairs discuss your experiences of toilet training young children in the
setting or in a home environment.
Consider:
• Knowing when the child is ready to start toilet training
• How to deal with ‘accidents’
• Praise and encouragement
• Partnership with parents/carers.

Pairs activity
Please work in a pair or as
an individual and research
activities that could
support children with toilet
training, one for in the
home and for the setting.
Research

• Early years practitioners will need to follow the policies and procedures of
the setting when supporting a child through toilet training.
• A young child may have a particular word or sign that indicates they need
the potty, and a practitioner should be fully aware of this.
• A potty or toilet seat should be readily available, as when a young child
wants to go to the toilet they will find it difficult to ‘hold it’ while you sort
the potty out.
• It is important to follow the wishes of parents/carers, and to keep them
fully informed of toilet training progress within the setting.
Toilet training – the role of the early years practitioner

Starter activity
Make a sticker reward chart to praise child when
using the potty, you could use this in setting
Reward Chart
Individual Task

Starter activity
Lets pick individuals at random to read and answer the questions
given on the laminated cards
Learning Check

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 3

AC 1.1 Describe routine physical care needs for children in
relation to:
• Washing and bath time
• Skin, teeth and hair
during:
• Washing and bath time
Learning Outcomes

Lets get creative
Starter
Using the catalogues, cut out bath toys and decide the
appropriate age range of the toys
Covering
- 1-2
- 2-3
- 5+

• Bath time is a relaxing and bonding experience for babies or young
children and their parents/carers.
• Bath time is usually part of a bedtime routine.
• Babies and young children will not normally be bathed within the setting.
• Babies and young children will need to be kept clean during the day, and a
gentle wash with a flannel or sponge may be needed after meal times.
• If a baby or young child has been ill or had an accident, then the early
years practitioner may need to give them a thorough wash down and will
then follow the policies and procedures of the setting.
• Hand washing will be part of the daily routine and young children will be
encouraged to do this independently.
Washing and bath time

Starter activity
In pairs demonstrate how to bath a baby, I will be
taking photos for evidence
Please ensure that you show how to play with the
child!
Lets have a go!
Bathing demonstration

• Babies and young children will have delicate skin and this needs to be
routinely cared for.
• Skin needs to be kept clean and dry and protected from the elements.
• Sun cream should be applied when children are outdoors in warm
weather.
• Oil or specific cream may need to be applied to babies and young children
who have dry or sensitive skin.
• The wishes of parents/carers must be followed when caring for their
child’s skin.
• The policies and procedures of the setting must be adhered to.
Skin, teeth and hair

• Some settings will encourage parents/carers to supply a toothbrush for
their child.
• Early years practitioners will then support teeth cleaning as a part of the
daily routine.
• A baby or young child’s hair should be kept clean, and long hair will need
regular brushing and could be suitably tied back when in the setting,
especially during physical activities.
• Early years practitioners should be aware of the setting’s policies and
procedures if they suspect a child to have head lice.

Please think of a game/activity on your tables to
support children when brushing their teeth
Lets look at a game I found on pintrest
https://www.pinterest.com/pin/171770173264899606/
Brushing our teeth
https://www.youtube.com/watch?v=waNuZ8PEe1c

Next session
Please remember to bring in a clean empty yoghurt pot for
next week

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 4

• Meal times.
during:
• Meal times.
Learning Outcomes

Starter activity
What are your earliest memories of lunchtime at school?
Consider:
• Did you enjoy lunchtimes at school?
Why?
• Did you have packed lunch, school dinners or home dinners?
Why?
• Did you prefer to sit and eat your food with your friends, or to quickly eat
your food and go out to play?
Why?

Group activity
What is the eatwell plate?
Please create your own eatwell plate to
help you remember using your plate
Remember to add in
- The amount of food needed for each
area and the types of food
- The name of the areas of the eatwell
plate
- Add to the back important information
Eatwell plate

• Meal times are an important part of the daily routine.
• Meal times can support social skills as well as independence.
• Food and drink should be age and stage appropriate, and babies and
young children should be offered choices where possible.
• Meal times should be fun and relaxing, and babies and young children
should be given plenty of time to enjoy their food.
• Individual dietary requirements need to be met to ensure all babies and
young children have a healthy balanced diet that meets their individual
and nutritional needs.
• It is important to inform parents/carers of their child’s daily intake of food
and drink.
Meal times

Classroom discussion activity
Write on the tables the importance of the role of the practitioner in
supporting the physical care needs of all children.
Consider:
• Individual needs
• Policies and procedures
• The wishes of the parent/carer
• Learning and development opportunities.

Starter activity
In your groups please split the cards into healthy and
unhealthy foods
Healthy against Unhealthy
Lets find out the difference

Starter activity
padlet.com/ajb3940/ 002
Let’s plant your healthy seeds
Let’s grow cress
Every week you will upload a picture of your cress head to padlet

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 5

Learning Outcomes
AC 1.3 Identify situations in which non-routine physical care is required.
AC 1.4 Describe benefits of working in partnership with parents/carers in
relation to individual physical care routines.

Starter activity
1. Understand the physical care needs of children (1.3)
Discuss with a partner what might be your worst fear when meeting
individual care needs of a baby or young child, explain why
Consider:
• Runny noses
• Soiled nappy or clothes
• Vomit
• Hands that are dirty with an unknown substance
• Messy eaters
• What will you do if you find a situation difficult to handle by yourself?

There will be times throughout the day where a child may have
non-routine physical care needs. This could include:
• A runny nose due to a cold or allergies
• Wet or soiled clothes due to a toileting accident
• A child needing comforting due to being unwell
• A child needing to wash their hands because they have
touched something sticky or messy
Non-routine physical care needs

Please decide within your groups to create a poster to
teach children about
- Using the toilet
- Washing their hands
- Blowing your nose
- Sneezing
Non-routine physical care needs

• Parents/carers provide the primary care for
their child.
• They know their child’s individual physical care
needs.
• Partnership is vital in meeting the individual
needs of the child in the setting.
Working in partnership with parents/carers

A parent/carer knows their child best. Write on the tables what a
parent/carer might be able to tell you about their child that would support
you to care for their individual physical care needs in the setting?
Consider:
• Changes in habit or routine
• Developing new skills
• Situations affecting the child
• The health and happiness of the child.

• Sleep or nap preferences – whether they have a dummy or a
comforter and how they go to sleep at home.
• Feeding – likes and dislikes and how independent the child is.
• Toilet training – how they are doing at home.
By working closely with parents/carers, everyone will be able to work together to
meet all the physical care needs of the child.
Parents/carers will be able to give practitioners important
information about their child. For example:

Partnership working will enable to child to
develop and progress. For example:
• Toilet training – practitioners will be
able to tell parents/carers how the
child has done during the day in the
setting and the parents/carers will
explain how they are doing at home.
They can then work in partnership to
support the child to become dry.

• All settings will communicate with parents/carers about how their
child is progressing.
• For babies and young children some settings may have home books
or diaries where important information is written down.
This may include:
• How long they have slept
• What they have eaten
• What they have had to drink
• How many times they have had their nappy changed
• Whether or not they have soiled their nappy.

Group activity
Design a chart that could be used in children’s home books to inform
parents/carers about how their child’s physical care needs have been met in
the setting during the day.
Consider:
• Layout and design
• Sleep
• Food
• Drink
• Nappies
• Any other important information.

• When practitioners work in partnership with parents/carers to support
individual care routines, everyone will benefit.
• Parents/carers will benefit, as they will know what their child has been
doing throughout the day.
• Practitioners will benefit, as they will have received vital information
about the child from the parent/carer that will support their individual
physical care needs.
• The child will benefit, as they will be getting continuous and consistent
care.

Independent research activity
Ask someone you know with young children, what questions they were asked
about the physical care needs of their baby or young child when they first
start at the setting.
Find out if they are asked about:
• Sleep
• Toileting
• Nappies
• Food and drink preferences
What other questions are they asked that will help practitioners to support
their physical care needs in the setting?

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 6

Learning Outcomes
LO5 Understand rest and sleep needs of children.
AC 5.2 Explain safety precautions which minimise the risk of sudden infant
death syndrome.

Starter activity
5. Understand the rest and sleep needs of children (5.1)
Time: 5 mins
What are the signs that a child needs sleep or rest?
Using your sticky notes please add your answer around the child outline, this
could be in written from or as a picture

'Sudden Infant Death’ is the
term used to describe the
sudden and unexpected death
of a baby or toddler that is
initially unexplained.
The Lullaby Trust -
www.lullabytrust.org.uk
Sudden infant death syndrome

Please use the
nabbies/your mobile
phones/ tablets/ classroom
books or your computer to
research safety precautions
which can minimise the risk
of sudden infant death
syndrome
Research activity

https://www.youtube.com/watch?v=i6MvXuKAeAU
Sudden infant death syndrome

1. Keep the room in which the baby sleeps between 16- 20 0c.
2. Use a thermometer in the room where the baby sleeps as it
difficult to judge the temperature
3. Check babies to see if they are sweating or their stomachs
feel hot to the touch if so remove some bedding
4. Use light weight blankets and do not use a duvet, quilt or a
pillow for babies under 12 months old
5. Babies who are not well or feverish need fewer bed clothes
even in the winter
Top tips for helping your child sleep

6. Make sure the babies head cannot be covered by the bed
clothes by laying them down with their feet at the base of the
cot so they can not wriggle under the covers
7. Never let babies sleep with a hot water bottle, electric blanket
next to the radiator or in direct sunshine
8. When it is warm cool the room by closing curtains and
opening the windows during the day. Offer the baby plenty to
drink
9. Remove the babies hat or extra clothing as soon as you get in
doors even if it wakes the baby

https://www.youtube.com/watch?v=OXevhUF5dS0
Getting a Baby To Sleep
Make sure you make notes

Group activity
Time: 20mins – Group A
Create a mobile to show
safety precautions which
minimise the risk of sudden
infant death syndrome.
Time: 20mins – Group B
Create a mobile to show
amounts of sleep needed for
different aged children.
Time: 20mins – Group C
Create a mobile to show tips
on getting your child to sleep

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Unit 1.3 Support physical care routines for
children
Session 7

Learning Outcomes
LO2 Understand hygienic practice in preparing formula feeds.
AC 2.1 Outline hygienic practice when:
• Preparing formula feeds
AC 2.2 Explain how poor hygiene may affect the health of babies in relation
to:
• Preparing formula feeds

Starter activity
2. Understand hygienic practice in preparing formula feeds
(2.2)
With a partner write down a step-by-step set of instructions for
someone who has never made a sandwich before.
Consider:
• Equipment
• Ingredients
• Where to prepare
• How to prepare it
• How to serve it.

• Newborn babies may be fed either with breast milk or
formula milk.
• It is very important to follow the instructions on a packet or
tin when making up formula milk.
• Safe, hygienic practices are very important when using bottles
to feed a baby.
(2.1, 2.2)
Preparing formula feeds

• Before making up a formula feed, you should always wash
your hands and make sure the area is clean and tidy.
• Formula feed should always be made with boiled water that
has cooled slightly.
• Never make up a formula feed with bottled water, as it may
not be sterile and may contain additives harmful to a baby.
(2.1, 2.2)

• When preparing a formula feed, the bottle must have been
sterilised first.
• Formula feed should be made daily and stored in the fridge
until needed.
• Formula feed should only be heated once, when needed, and
never re-heated.
(2.1, 2.2)

Match up – Formula feeds
Work on your tables to race to finish first

Pairs activity
Discuss each of the questions below:
• What might happen if you do not follow the
manufacturer's instructions on the tin or packet of
formula feed?
• What might happen if you do not have a clean
environment or clean hands?
• What might happen if the bottles are not thoroughly
clean or sterilised?
(2.1, 2.2)

Research formula feeds find out about:
• Identify formula feeds and premade feeds and
comparing their cost and where they are available,
put findings into a table.
• Add what ages the products are suitable for
• Outline formula feeds and comparing their stated
benefits to the child
Which method would you choose and why?
(2.1, 2.2)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
children
Session 8

Learning Outcomes
LO2 Understand hygienic practice in preparing formula feeds.
AC 2.1 Outline hygienic practice when:
• Sterilising equipment.
AC 2.2 Explain how poor hygiene may affect the health of babies in relation
to:
• Sterilisation.

Starter activity
Hygiene – Watch the clip and then complete actions
whilst singing chose hand washing song
http://www.youtube.com/watch?v=TGddyTW5eMc
Songs to sing when
washings our hands
• ABC
• Yankee Doodle
• Happy Birthday
(sung twice)
• Twinkle, Twinkle,
Little Star.”

• All bottles must be sterilised before making up formula feeds.
• There are three main methods of sterilising bottles and other
small items such as spoons and dummies. They are:
• Steam sterilising
• Cold water sterilising
• Sterilising by boiling.
(2.1, 2.2)
Sterilisation

Steam sterilising
• This is done using a shop-bought device.
• All bottles must be thoroughly washed before placing them in
the steamer.
• It does not wash the bottles, it sterilises the bottles.
• Once bottles have been sterilised, they can be left in the
steriliser until they are needed.
(2.1, 2.2)
Sterilisation https://www.youtube.com/watch?v=HMygQ4vcLJ4

Cold water sterilising
• This method uses cold water and a solution or sterilising
tablets.
• It is important to follow the instructions on the packet.
• All of the bottles, teats and lids must be under the water for
at least 30 minutes, with no trapped air bubbles.
• Once sterilised, the equipment can be left in the water until it
is needed.
• The solution should be changed every 24 hours.
(2.1, 2.2)
Sterilisation https://www.youtube.com/watch?v=VDT1DQNYxH4

Sterilising by boiling
• All bottles and teats must be checked to make sure they are
suitable to be sterilised in this way.
• All equipment must be placed in a large pan of water that
needs to boil for at least 10 minutes.
• This method is the cheapest as you do not need to buy any
products, but it needs to be done very carefully to avoid any
accidents.
(2.1, 2.2)
Sterilisation https://www.youtube.com/watch?v=MfkVpqN60i0

Group activity
Lets make put a bottle feed, ensure you read through
the instructions within your pairs
Consider:
• Safety tips, especially when handling hot water
• Safe and hygienic practices
• Getting the correct measurements
(2.1, 2.2)

Extension activity
You have been asked to prepare a brief presentation to new staff
about the importance of sterilising equipment safely in the
setting.
Consider:
• Which method you will use
• A step-by-step guide to sterilising
• A step-by-step guide to making a bottle
• Safe, hygienic practices.
(2.2)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
children
Session 9

Learning Outcomes
LO3 Understand hygienic practice in relation to control of infection.
AC 3.1 Describe the role of the early years practitioner in relation to:
• Hand washing
LO4 Be able to use hygienic practice to minimise the spread of infection.
AC 4.1 Use hygienic practice in relation to:
• Hand washing

Starter activity
3. Understand hygienic practice in relation to control of infection
(3.1)
Bathrooms have a range of facilities for hand washing. What do
you think is the most hygienic?
Consider:
• A bar of soap or a soap dispenser
• Paper towels or a hand drier
• Motion-sensor taps or push-down taps
Why?

3. Understand hygienic practice in relation to control of infection (3.1)
Germ Box

Hand washing
• Practitioners will need to be positive role models when
encouraging children to wash their hands.
• Children should be encouraged to wash their hands at regular
times throughout the day but particularly:
• When they have been to the toilet
• Before meal and snack times
• After messy play
• After coughing or sneezing.
(3.1)
Role of the practitioner

Starter activity
Ah-choo!
Design a tissue box or paper towel 3D display that reminds people
to wash their hands.
-Why should people wash their hands?
-When should people wash their hands?
-How should people wash their hands?
-What is the role of the early years practitioner in relation to hand
washing?
These are questions that can be addressed in your designs.
Paired activity

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 10

Learning Outcomes
LO3 Understand hygienic practice in relation to control of infection.
AC 3.1 Describe the role of the early years practitioner in relation to:
• Food hygiene
• Dealing with spillages safely
• Safe disposal of waste
• Using correct personal protective equipment.
LO4 Be able to use hygienic practice to minimise the spread of infection.
AC 4.1 Use hygienic practice in relation to:
• Food hygiene
• Dealing with spillages safely
• Safe disposal of waste
• Using correct personal protective equipment.

Starter activity
(3.1)
What foods can be used on the different coloured chopping
boards?

Starter answers
How many did
you get right?

Food hygiene
• The policies and procedures of the setting will need to be
followed when handling food.
• Practitioners and children should always wash their hands
before handling food, whether it is a packet of snacks or a full
meal preparation.
• The correct storage and disposal of food is important, as this
will reduce the risk of contamination.
(3.1)

Starter activity
https://www.youtube.com/watch?v=nkVY08aqC28
Watch the clip list the faults
How can we ensure we are keeping children safe when
serving them food in settings?
Food hygiene
Group Discussion

Dealing with spillages safely
• Practitioners will need to follow policies and procedures when
dealing with any spillages.
• If dealing with bodily spillages, then practitioners will need to
protect themselves with gloves and aprons.
• If food or drink is spilt then it must be cleared up quickly to
avoid a slipping hazard.
• If water is spilt from the water tray, then children can be
encouraged to clean it up carefully to avoid accidents.
(3.1)

Safe disposal of waste
• The policies and procedures of the setting must be followed
when disposing of waste.
• There will be separate bins for:
• Food waste
• Nappies
• General waste
• Recycling.
• The correct bins must be used at all times.
(3.1)

Cleaning cloths
To help prevent cross-contamination, reusable coloured cleaning cloths are used.
This is the usual colour coding system is:

Work as a group to think
about advice and guidance
that you could give to new
member of staff, think about
why we wear PPE and what
it protects, ensure you have
covered, Dealing with
spillages safely and Safe
disposal of waste. Make sure
you have also outlined your
role as a practitioner.
Group Task
We are going to decorate our apron with advice and guidance

Using correct personal protective equipment
• It is essential that settings provide staff with the appropriate PPE
(Personal Protective Equipment).
• This will include gloves, aprons and hair nets.
• Practitioners will need PPE when:
• Changing nappies
• Toileting
• Preparing or serving food
• Cleaning up spillages
• Changing children who have been sick or who have had an
accident.
(3.1)

1. You have get the balloon from one end of the
line to the other without dropping it (if it
drops you have to start again!)
2. Match up the correct cloths to the correct use
3. Write “PPE” as a team on your paper by only
holding the string attached to the pen
4. Put all the items in alphabetical order
5. Put on all your given PPE and make a
butterfly out of your tinfoil and pipe cleaners
Team Task - Get into two teams

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
children
Session 11

Learning Outcomes
LO5 Understand rest and sleep needs of children.
AC 5.1 Explain the rest and sleep needs of:
• A baby aged 6 weeks
• A baby aged 7 months
• A toddler aged 15 months
• A child aged 2 ½ years
• A child aged 4–5 years
• A child aged 6–7 years.

Starter activity
Time: 10 mins
How much sleep do you need?
Discuss with a partner your given question:
• How much sleep do you have in a typical night?
• Do you sleep more at the weekend?
• Can you sleep all day if you have had a late night?
• What happens if you do not get enough sleep?
• How important is sleep to you?

• Rest and sleep is important to everyone.
• Babies and young children will require different amounts of rest and sleep
as they grow and develop.
• No babies or young children are the same, so everyone’s sleep patterns
will be different.
Rest and sleep needs

Please work as a team to arrange your sleep table
Ages Amount of sleep needed
• 6 weeks • daytime: 6 to 7 hours
• night time: 8 to 9 hours
• 7 months • daytime: 3 hours
• night time: 11 hours
• 15 months • daytime: 2 hours, 30 minutes
• 2 and a half years • daytime: 1 hour, 30 minutes
• night time: 11 hours, 30 minutes
• 4-5 years • daytime: 0 hours
 6-7 years. • daytime: 0 hours
• night time: 10 hours, 30 minutes
What is the average amount of sleep for these ages?

A baby aged 6 weeks
• A baby will usually sleep for much of the day and night in the first few
weeks and months of its life.
• Babies will wake if they are hungry or uncomfortable.
• Some babies will sleep for many hours at a time, while others will wake
every couple of hours.
• Family members may be affected by tiredness if the newborn baby does
not sleep through the night.

A baby aged 7 months
• Babies will generally be awake for longer periods at this age.
• Most will sleep for longer through the night, and be having a morning and
afternoon sleep.
A toddler aged 15 months
• At this age, young children will usually sleep through the night unless
something disturbs them or makes them feel uncomfortable.
• They will still sleep during the day, but these naps may become shorter.

A child aged 2 ½ years
• By this age, children should be sleeping through the night.
• A child of 2 ½ years will usually have just one daytime nap, and this will
help them last until bedtime.

Time: 15 mins – Group A
In pairs practice laying your babies
in a cot
Time: 15 mins – Group B
In pairs practice Swaddling a baby
in a blanket
Practical activity – I will demonstrate both

A child aged 4–5 years
• At this age, bedtime should be part of a regular and structured routine.
• Children will usually sleep through the night at this age, and will have
dropped their daytime naps, as they may be at nursery or school.
• Children will need a good night’s sleep in order to cope with nursery or
school.
A child aged 6–7 years
• As children grow and develop, their bedtime will become later.
• They will not need as much sleep as very young children, but they will still
need to sleep through the night in order to function during the day.

• As well as sleep, all children will need periods of quiet time, so that they
can rest their minds and bodies.
• There are many activities children can do that will allow them to rest.
• Children will get irritable if they do not sleep well and have no
opportunities to rest.

Pairs activity
Time: 15 mins
Make a spider diagram of activities that children could do to allow them to
rest.
Consider:
• Individual activities
• Group activities
• Quiet areas
• Routine quiet times

Pairs activity
Children will only sleep if they are actually tired, Ensure that
children have been provided with enough activity and exercise
throughout the day
Lets outline a bedtime routine sheet – Create some useful PECs
cards
Bedtime routine

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Unit 1.3 Support physical care routines
for children
Session 12

Learning Outcomes
LO6 Understand childhood immunisation.
AC 6.2 Identify the immunisation schedule.

Starter activity
6. Understand childhood immunisation (6.1, 6.2, 6.3)
Time: 10 mins
How many words can you make from :-
Immunisations

• Immunisations are offered free of charge to all babies and young children
in the UK.
• Immunisations are given to babies and young children at specific times
during their life.
• This routine ensures the vaccines work well and fully protect the baby or
young child.
6. Understand childhood immunisation (6.2)
Immunisation schedule

Using one of the links below, research the suggested ages babies and young
children should be immunised. Create a chart showing the immunisation
schedule for babies and young children
Include:
• Age for immunisation
• Disease it protects the baby or young child from.
Remember – some vaccines protect against more than one disease.
Links:
www.nhs.uk/Conditions/vaccinations/Pages/childhood-vaccination-schedule.aspx#close
www.gov.uk/government/publications/the-complete-routine-immunisation-schedule-201314

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Unit 1.3 Support physical care routines
for children
Session 13

Learning Outcomes
LO6 Understand childhood immunisation.
AC 6.1 Outline the reasons for immunisation.
AC 6.3 Explain the reasons why some children are not immunised.

Starter activity
6. Understand childhood immunisation (6.1, 6.2, 6.3)
Views and opinion
https://www.youtube.com/watch?v=iIJ4zTe-eDU

Pairs activity
Create a spider diagram showing why babies
and young children should be immunised.

• Immunisations protect babies and young children form
serious diseases.
• Vaccines work by giving the child's body a safe version of the
disease so that the body’s immune system can develop
antibodies to protect itself and fight against serious diseases.
• Diseases like whooping cough and measles had been known
to be a cause of death in children before vaccines were
offered.
Reasons for immunisations

• Up until the middle of last century , large numbers of babies
and toddlers died before their third birthday as a result of
contracting various infectious diseases.
• If enough people have the immunisations, then the diseases
are less likely to spread and cause serious illness.
• Antibodies mean that if a child is later exposed
Reasons for immunisations

Pairs activity
Create a list showing why babies and young children should not
be immunised.

• It is a parent/carer’s choice as to whether or not their children are
immunised.
• It is not law to get children vaccinated, but it is strongly recommended for
all.
• Some parents/carers feel that their child should not be given doses of
medication at such an early age.
• Some parents/carers may feel that the vaccinations carry risks that they
are not happy with.
Why some children are not immunised

• On rare occasions, children may react to certain vaccines, and some
parents/carers are unwilling to put their baby or young child through that risk.
• Due to parental preferences – e.g. for homeopathy
• For religious reasons
• Children could have been unwell when first immunisations were due
• The fear of being responsible for any possible side effects to the immunisation
Why some children are not immunised

Split into four groups
• Group 1 and 2 - You believe children should be immunised
• Group 3 and 4 - You believe children should not be immunised
Prepare your case for our class debate

Extension activity
Time: 20 mins
Children are offered a 4-in-1 pre-school booster vaccination when they are
approximately 3 ½ years old. Create an information leaflet that could be given
to parents/carers within a setting, to remind them of the importance of this
vaccination.
Consider:
• What the vaccine covers
• When children should have it
• The benefits of the vaccine
• Where to go to get advice.

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
children
Session 14

Starter activity
7. Be able to support children in personal physical care
routines (7.1)
Lets complete a timetable grid
Fill in the grid as quickly as you
can with all the multiplication
facts up to 12 × 12.
If you like, record your time and
see if you can get faster each time
you do it.

LO7 Be able to support children in personal physical care routines.
AC 7.1 Support children in personal physical care routines in relation to:
• Meal times
Learning Outcomes

• Ensure you follow the policies and procedures of the setting.
• Be a positive role model around meal and snack times and encourage
healthy eating.
• Get yourself involved in meal and snack times and see how you can
support children’s learning and development.
routines (7.1)
Meal times

Blindfolded
Taste testing
routines (7.1)
Meal times

Please create a hand-out
that you could use in
setting to support children
with a food tasking
activity, to support their
senses
routines (7.1)
Food tasting activity for children

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
children
Session 15

Starter activity
routines (7.1)
Draw round your hand and add the below
information, to add to our display
- How can you make hand washing fun in
setting?
- What facts do you know about hand washing?

You will be required to show that you can support children with their personal
This includes:
• Toileting
• Washing and/or bath time
• Meal times
• Resting and/or sleeping.
When you are in setting and in Teddy Tots I will observe you to gain this
evidence, you can also take images of yourself, write reflections or get an
expert witness statement from colleagues
routines (7.1)

• It is good to use your own initiative, but always ask questions if you are
unsure.
• As a student, do not change nappies or help a child with the toilet unless
you are being supervised.
routines (7.1)
Toileting and nappy changing

Use your images
that have been
printed of you
changing a nappy to
write a reflection at
the bottom to cover
this criteria
routines (7.1)
Toileting and nappy changing
How to write your reflection

• Encourage children to be as independent as possible when washing their
hands and face.
• When bathing children in a home environment, they should never be left
unattended.
routines (7.1)
Washing and/or bath time

Use your images
that have been
printed of you
giving children a
bath to write a
reflection at the
bottom to cover
this criteria
routines (7.1)
Washing and/or bath time
How to write your reflection

• Encourage children to sit for short periods of time and take part in quiet
activities.
• Use a quiet and calm voice during times of rest.
• Follow guidance from the setting when supporting children to sleep.
routines (7.1)
Rest and sleep

Relaxations
music
Get comfortable
Lets reflect
routines (7.1)
Rest and sleep
https://www.youtube.com/watch?v=sbNZ1pi2Us8

Ensure you follow the policies and procedures of the setting.
Make sure you are aware of individual needs relating to sensitive
skin. Make sure you think about skin protection against the
effects of weather, especially sun protection. Ensure you work in
partnership with parents so that you are aware of skin conditions
such as eczema, as well as skin types.
routines (7.1)

Discuss with your supervisor any concerns you have over
children’s teeth.
Make sure long hair is not a hazard for children, especially if they
are climbing on equipment. Consider different hair types, and
ensure you are aware of how to identify and treat for head lice.
Again, work in partnership with parents/carers.
routines (7.1)

1. Name three physical care needs a child may have.
2. Explain three ways of being a positive role model during
3. What does PPE stand for?
4. What is the cheapest form of sterilisation?
5. Name three occasions when a child will need to wash their
hands.
6. Name three non-routine physical care needs a child may
have.
7. Describe two situations where sharing information will
support the individual care needs of a child in the setting.
8. Name three different methods of sterilising baby bottles.
Quiz

Unit 1.3 pp

More Related Content

What's hot (20)

Similar to Unit 1.3 pp (20)

More from HCEfareham (20)

Recently uploaded (20)

Unit 1.3 pp

Editor's Notes