Individual Assignment Coversheet Psychology and Education units

DETAILS OF ASSIGNMENT Student name Email address Unit code and name Assessment title Word count Referencing style eLearning Advisor Kristy Snell 5851157@student.swin.edu.au SLEE104 The Healthy and Active Child Assessment 2: Open book exam ID number Phone contact 5851157 0419893504

2611 APA referencing style

Jeannette Keser
.

Date of submission

19/05/2013

DECLARATION

(the first four boxes must be completed for the assignment to be accepted)

I declare that: This assignment does not contain any material that has previously been submitted for assessment at this or any other university. This is an original piece of work and no part has been completed by any other student than signed below. I have read and understood the avoiding plagiarism guidelines at http://www.swinburne.edu.au/ltas/plagiarism/students.htm and no part of this work has been copied or paraphrased from any other source except where this has been clearly acknowledged in the body of the assignment and included in the reference list. I have retained a copy of this assignment in the event of it becoming lost or damaged. (optional) I agree to a copy of the assignment being retained as an exemplar for future students (subject to identifying details being removed).

Yes No Student acknowledgement

DETAILS OF FEEDBACK

Kristy Snell

Date

19/05/2013

Office Use Only Date received Total mark / grade Late penalty applied? Marker

2 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM

Assessment 2: Open Book Exam

Kristy Snell

Swinburne University

SLEE104: The Healthy and Active Child

Jeannette Keser 19th May, 2013.

3 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM The Healthy and Active Child

Health and hygiene

1. Eight strategies/practices to prevent the spread of infection, bacteria and illness.

1. An isolated area for sick children waiting to be collected, this will help to keep the child calm and comfortable, limiting exposure to the surrounding children and educators. 2. Follow the exclusion period for the prevention of infectious diseases with strategies/guidelines provided in: Staying Healthy in Childcare, to help minimise the risk of infection. 3. Notify families of an outbreak of illness/disease in the education setting through newsletter, signage or bulletin boards. 4. Promote hygiene through hand washing, singing a song together while washing hands (this is the way we wash our hands) and displaying visuals in the bathroom. 5. Using protective equipments such as gloves for food handling, nappy changing, vomit, blood, urine, faeces spills and accidents. 6. Reminding children to cover their mouth when they cough, to prevent germs from spreading. 7. Meal time preparation: cleaning tables, washing hands, not sharing food or utensils, not sharing drinks, children helping themselves (where food is provided) and promoting healthy choices. 8. Encourage children to manage their own hygiene practices, intervening where help is needed, for example: blowing their nose with a tissue, correct disposal of the tissue, washing hands procedure afterwards, and then returning to their previous activity.

2. Response to Case Study 1: steps to follow when changing a nappy. 1. Ensure all necessary items needed are within educators reach of the change table. 2. Wash and dry educators hands. 3. Apply protective gloves. 4. Place a piece of paper towel under the childs bottom.

4 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM 5. Remove bottom half of clothing. 6. Remove nappy and place in bag/bin provided. 7. Wipe clean the infants genital area in a downwards motion with a wipe/wet towel- warm water. 8. Place wipes/towel in bin/bucket (to soak) where appropriate. 9. Dispose of gloves in bin. 10. Place clean nappy on the infant. 11. Dress infant. 12. Clean the change mat with warm soapy water/disinfectant once the child is removed from the area. 13. Wash educators hands.

Safety and supervision

3. Four aspects from the NQS (Early Childhood Development Steering Committee, 2009) about supervision of children aged 0-5 years:

1. 2.3.1 Children are adequately supervised at all times. 2. 4.1 Staffing arrangements enhance childrens learning and development and ensure their safety and wellbeing. 4.1.1 Educator-to-child ratios (including qualification requirements) are maintained at all times. 3. Educator to child ratios: birth-24 months 1:4 (effective 1 January 2012), 25 months-35 months 1:5, 36 months-school age 1.11 (effective 1 January 2016) 4. 2.3.2 Reasonable steps are taken to identify and manage risks, and every reasonable precaution is taken to protect children from harm and hazards. 4. Eight strategies/procedures that ensure childrens safety in the early childhood learning environment:

1. Following the adult to child ratios. For example: 0-2 years, four infants to one educator. Ensuring an educator is adequately enabled to supervise and provide appropriate care for those children.

5 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM 2. Promoting and implementing a Sunsmart policy in the environment to encourage a healthy UV exposure balance. Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Educators discuss sun safety with children and implement appropriate measures to protect from overexposure to suns ultraviolet radiation. Share the services policy and procedure on sun protection and provide information about the services approach to sun protection with families (HEYTS, 2012). 3. Storage of chemicals locked in a cupboard out of childrens reach. 4. Storage of childrens medications, in a lockable box/cupboard out of childrens reach. 5. Never leave a child unattended on the nappy change table to prevent injury if the child was to fall. 6. Ensuring sharp, hot or hazardous utensils are not within childrens reach before, during and after meal times. 7. Identifying hazards such as someone slipping over on a wet floor, following procedures to hygienically clean, dry and contain the affected area. 8. Equipment and resources are maintained, and free from sharp edges and surfaces, and are provided for the use of the appropriate age groups. Brain development

5. The critical stages of brain development involve fetal growth, which is rapid and complexes, influenced by the maternal environmental factors such and the genetic background and composition. Infants are born with an excessive amount of brain cells otherwise known as neurons, these neurons need to be organised into functional and productive networks before being used for a purposeful activity. Once the networks are established the neural networks enable communication to perform specific tasks, repetitive and new learning experiences will help to foster this development. Pruning occurs to weed out the connections that are seldom used (Allen and Marotz 2012). If these connections are not made by repetitive and new learning experiences they will be pruned out, possibly affecting cognitive, social, emotional and physical development as the neurological pathways for communication would need to be built up again over time in the later stages of development.

6 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM 6. Factors such as: genetic disorders based on chromosomal abnormalities, with the most common disorder being Down syndrome affecting (1 per 600 live births). Central nervous system infections, involving several viral and parasitic illnesses that are transmitted from mother to the foetus during gestation. Prenatal exposure to alcohol can cause foetal alcohol syndrome affecting 2 in every 1000 live births. Poor nutrition causes underproduction of overall brain growth. Prematurity of birth. Chronic exposure to stress, abuse and trauma can lead to neurological changes that promote stereotyped and maladaptive responses to future stressors (Davies, 2011).

7. According to Wikipedia, 2013: cortisol, known more formally as hydrocortisone, a steroid hormone, more specifically a glucocorticoid, produced in the adrenal cortex. It is released in response to stress and a low level of blood glucocorticoids. Its primary functions are to increase blood sugar through gluconeogenesis, suppress the immune system, aid in fat, protein and carbohydrate metabolism. However, when there is chronic exposure to stress the effects of these hormones can change from adaptive into maladaptive (De Kloet, Oitzl, & Jols, 1999). While the release of cortisol as a reaction to stress is important, prolonged release is associated with physiological changes including: weakened immune system, reduced bone formation and poor memory.

Contemporary health issues

8. Four contemporary health issues affecting children aged 0-8 years are: (As week 6 readings suggested),

Obesity is defined by the WHO as abnormal or excessive fat accumulation that presents a risk to health. A crude population measure of obesity is the body mass index (BMI), a persons weight (in kilograms) divided by the square of his or her height (in metres). A person with a BMI of 30 or more is generally considered obese.

Media influences involving television, internet, DVDs play a gigantic role in childrens health and diet. Engaging with electronic media influences not only discourages physical activity, it has also the power to influence children's choices in food.

Protective behaviours are those which support personal safety and living skills, and foster a sense of resilience in a young person. These behaviours are developed with loving and supportive relationships

7 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM involving family, friends and the community. These behaviours are also fostered through an individuals beliefs and behaviours and social groupings, such as in the care environment. Body image involves how you see and feel about your body. Having a poor body image can result in low self-esteem, reduced participation in activity and is often linked to dieting or eating disorders.

9. Response to Case Study 2: Body Image.

I would respond to the children as a class by explaining that we need essential food for energy to learn, play and grow. Planning a learning experience involving the five food groups and why we need all of these food groups to be an essential part of our healthy eating plan. Allowing this lesson plan to be extended to involve other contributing factors to health such as physical exercise, health, possible effects later on with development, nutrition and a group healthycooking lesson to ensure the message is received by the children. The principal and teachers will need to be aware of this issue, also the parents of the class to encourage them to role model healthy eating choices and language and feelings towards body image in their family environment. Offering informative facts sheets and web sites surrounding: healthy eating, physical development and acceptable role models to the parents.

Assessing risk and risk-taking

10. A child can benefit from taking risks in a safe and secure learning environment by being able to explore and experience confrontations with certain types of risk. This will help children learn how to manage those risks and learn the practical skills that help them to protect themselves. Allowing children to take part in risky activities in a manageable environment and learning from these outcomes promotes risky learning without the risk. Through risky play children develop their overall awareness of potential danger, an important life skill. Children gain confidence and self-esteem from opportunities to face and assess risk, then deciding whether or not to proceed. They also build resilience through success and failure when trying a new experience.

11. Practical issues associated with risk taking discussed in week 9 readings, surrounding the teacher and centre covering themselves if something detrimental to a child were to happen, perhaps avoiding legal action by parents and families. Ensuring policies and procedures are in place, for safe risk assessment, covering practical

8 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM issues that are actual issues with risk to the children that they are engaging in. Risk has become something to be regulated, assessed, managed, controlled and in many cases removed. Teachers have a responsibility and duty of care to ensure that children are safe. When planning learning curriculum and environments, a risk- benefit analysis is important to ensure the benefits for children outweigh the risks involved. The teachers role is to identify when a child is taking what is a risk or challenge for them, and to assist, support and guide them through. The educational environment should be designed to reflect the real world. Children who are allowed to engage in real- world experiences, such as using real tools for building or cooking, profit from a sense independence and accountability.

12. Banning risk in education may inhibit children's creative ideas or reduce their participation and engagement in learning. Putting limits on children's play can also have a detrimental effect on their growth and development. For example: by a teacher saying do not build above your shoulder, this immediately inhibits what children are capable of doing with a set of blocks. What is a risk or challenge for one child may be a very regular or usual experience for another. If children cannot learn to use effective tools, they will be unable to explore and create. Children need to feel confident when taking minor risks, intellectually, emotionally and physically, or else they will never stretch themselves in a positive way (Lindon, 2011).

Illnesses and health conditions

13. The rate that children reach different stages varies, however the sequence is considered universal. These stages begin at birth and continue throughout life. Piagets cognitive theory and stages involved for children 0-8 years are:

Sensorimotor (0-2years), recognise the world and their surroundings interacting with this by achieving deliberate goal directed activities and actions, developing object permanence, beginning the use of imitation, memory and thought processes, categorising and sorting is beginning. Object permanence involves the understanding that objects have a separate, permanent place.

Preoperational (2-7years), the stage before a child masters logical mental operations. Building on the sensorimotor skills by using actions, objects, symbols and language. Representing themselves through

9 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM symbols, mental images, words and gestures. Increased ability to categorise, develop logical thinking and processes, have difficulty seeing from others perspectives, limited by centration the inability to focus on more than one aspect of a situation at a time, irreversibility throughout a series of steps involving mentally reversing these steps and returning to the beginning, egocentrism towards others experiencing the world in the same way and animalistic thinking attributes towards inanimate objects. Can mentally manipulate objects and events and explain the transformation with logical, flexible and organised reasoning. Considering different perspectives, classifying and grouping objects, arranging these objects in a sequential order according to one particular aspect such as the size, weight, volume, colour etc.. By identifying the person or object remains the same over time, and the compensation in these changes. The change can occur in one dimension but can be offset by changes in another.

14. Response to Case study 3: I would contact the principal and the childs parents notifying them of my concerns. Referring the child to be assessed by a professional and the relevant steps and procedures to follow in order to address and the ADHD and follow up communications. Adapting the learning environment to ensure a child with ADHD is not made to feel excluded or shamed in anyway involves working closely with parents and an aide, with clear strategies to ensure the child's sense of physical and emotional wellbeing is maintained. As stated by Early Childhood Australia (2012), including children with any additional needs is about equity, respect for diversity and having high expectations. Educators apply those principles to ensure that all children participate fully in the curriculum and progress in all areas described in the Early Years Learning Framework Learning Outcomes. When challenged by a child or family with additional needs, keep in mind that what is most important is a trusting, respectful, caring relationship with the child and the childs family, and that the childs interests are paramount. Families additional needs and stresses may complicate our relationships with them. If this happens, it is important to focus on what you and families share: a commitment to promoting the childs learning and wellbeing (Early Childhood Australia, 2012).

15. Gastrointestinal condition: Diarrhoea and vomiting (gastroenteritis).

10 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM a. Signs and symptoms of Gastroenteritis include abdominal cramps, diarrhoea (an increase in the frequency, runniness or volume of the faeces) and vomiting. b. Children with diarrhoea need extra fluids to ensure dehydration doesnt occur. According to Staying Healthy in Childcare 2005, the best fluids to give contain a mixture of special salts (electrolytes) and sugars. Oral rehydration solution is available from the chemist. Mix the sachet of powder with water, not other kinds of fluids. If children refuse oral rehydration solution they may be given diluted soft drinks or fruit juice.

c. Ensure effective hand washing and cleaning procedures are being followed in the centre and at home, this could be done by sending home fact sheets about hygiene and posters/pictures displayed in the centre. Make the child as comfortable as possible until their parents collect them ensuring they dont come into contact with any of the other children. Any child who is ill should not attend the service. A family member should be contacted immediately (HEYTS, 2012).

16. Respiratory condition: Asthma.

a. Signs and Symptoms of Asthma are wheezing, coughing and difficulty in breathing.

b. Treatments for asthma according to Staying Healthy in Childcare, 2005: The most effective treatment of asthma is to prevent asthma by taking medications every day to prevent attacks. Medications used in asthma are known as relievers and preventers. Relievers are quick acting and treat the symptoms of an attack; they are given when the child begins to cough and wheeze, usually given by inhalation through a spacer or nebulizer every three to four hours. Preventers are used to prevent attacks or daily symptoms. Some children take both preventers and relievers depending on their treatment plan.

c. Treatment plans (provided by a doctor) and enforced and adhered to correctly. All staff has up to date knowledge of which children are effected by the condition and monitoring for signs/symptoms throughout their daily interactions and physical activities. Encourage group discussion about asthma and its treatments and symptoms. Create a comfortable and safe area for children who need preventative measures and treatment.

11 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM References Allen, K., Marotz, L.R. (2012). Developmental Profiles. Pre-birth through adolescence. 7th Edition. Pp 28,29. Commonwealth of Australia. (2005). Staying Healthy in Childcare. Preventing infectious diseases in child care. 4th edition, Asthma p39. Commonwealth of Australia. (2005). Staying Healthy in Childcare. Preventing infectious diseases in child care 4th edition, Gastroenteritis p15. Davies, Douglas. (2011). Child Development. A practitioners guide, third edition. Brain Development p47-51. De Kloet E.R., Oitzl M.S., Joels M. (1999). Stress and cognition: Are corticosteroids good or bad guys? Trends in Neurosciences, 22 (10) , pp. 422-426. Early Childhood Australia (2012). Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/08/NQS_PLP_ENewsletter_No41.pdf HEYTS,(2012). Healthy Early Years Training Strategy. Module 3, Topic 12. Sun Safety in Education and Care. Version 1.1, Edition: March, 2012. HEYTS. (2012). Healthy Early Years Training Strategy . Queensland Government. Module 2, Topic 7. Illness in Education and Care. Version 1.1, Edition: March, 2012. Lindon, J. (2011). Too safe for their own good? Helping children learn about risk and life skills. NQS. (2009). National Quality Standard for Early Childhood Education and Care and School Age Care . NQS. (2009) National Quality Standards. Council of Australian Governments.

12 Running head: Kristy Snell SLEE104. ASS2: OPEN BOOK EXAM Retrieved from: http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/nqf/nationalqualitystandard.pdf WHO. (2015). World Health Organization. Health Topics: Obesity. Retrieved from: http://www.who.int/topics/obesity/en/ Wikipedia. (2103). Cortisol. Retrieved from: https://en.wikipedia.org/wiki/Cortisol