CHCCN305A: Provide care for babies

Descriptor: This unit describes the knowledge and skills required by anyone working with babies/infants to ensure that their physical and emotional well being is maintained.
Employability Skills: This unit contains Employability Skills.
Application: This unit may apply to work with babies/infants in a range of community service contexts.
Workers may be under direct supervision or working autonomously.

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Respond to cues and needs of babies/infants	1.1 Respond to babies/infants in an unhurried, gentle and sensitive way to promote a relationship of trust 1.2 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs that they are ready for solids 1.3 Provide babies/infants with physical comfort as appropriate 1.4 Meet needs of babies/infants for consistent and secure care, in a timely manner 1.5 Respect and fulfil rituals of babies/infants 1.6 Provide for meeting the nutritional needs of babies
2. Develop and maintain a nurturing relationship with babies/infants	2.1 Undertake both planned and spontaneous interactions with babies/infants 2.2 Use routines of physical care as opportunities to positively interact with babies/infants 2.3 Take time to get to know the baby/infant, their individual routines, rhythms, preferences and cues 2.4 Accommodate individual routines of daily care, rest and play for babies/infants whenever possible
3. Settle new arrivals	3.1 Observe primary caregiver and babies/infants for signs of stress or distress on arrival 3.2 Begin interaction with the babies/infants while primary caregiver is still present to minimise abruptness of separation 3.3 Encourage primary caregiver to take as much time as needed to have a relaxed, unhurried separation from their baby/infant 3.5 Establish routines to minimise distress at separation of primary caregiver and baby/infant 3.6 Respond to distress of babies/infants at separation from primary caregiver in a calm reassuring manner
4. Provide an environment that provides security for babies/infants	4.1 Clearly communicate expectations to babies/ infants and apply consistently 4.2 Set up the physical environment to provide a relaxed and flexible atmosphere 4.3 Set up the physical environment to accommodate individuality of the baby/infant 4.4 Create a safe and secure environment both in and out of doors with equipment of a suitable scale for babies/infants

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

Definition of baby/infant
Social development of babies/infants
Undertake risk assessment for the prevention of injury
Care giving practices within different cultural groups
Individual babies/infants needs and wants
Attachment and separation anxiety and appropriate responses
Babies/infants games
The dependent nature of babies/infants
Organisation standards, policies and procedures
Road safety awareness
Road safety procedures
Individual differences of babies/infants need for rest and sleep/rest patterns
Different practices and routines used by different families and their underlying cultural or personal rationale
Policies, regulations and guidelines about hygiene standards for food handling
Organisation standards, policies and procedures
Storage of food – temperatures
Nutritional needs of babies/infants
Role of breast feeding for meeting the nutrition needs of babies
Role of formulae feeding to meet the nutrition needs of babies
Introduction of solids
Impact of poor nutrition on infant and baby health, including dental health and childhood obesity
5 food groups and identification of foods high in fat, sugars, salt and fibre
Fat contents of foods
Fibre content of different foods
Dietary requirements for infants
Cultural practices and beliefs about food provision
Impact of foods and drinks on dental health
Storage of food - temperatures
Food and formulae preparation and cooking
Organisation standards, policies and procedures
Disease spread and transmission
Guidelines for infection control
Indicators of child abuse
Different types of child abuse
Unintentional injury patterns amongst babies, infants and children
Child protection policy of service
State/territory requirements about responding to indications of abuse and reporting process
Current understanding of use of licensed and approved equipment e.g. cots, pushers, walkers etc and the appropriate and safe use of restraints

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess and report appropriately to babies’ needs
Provide a secure and safe environment for babies and infants
- Needs for secure and consistent care will be met in a range of ways, depending on factors within the setting. A range of provisions may include:
  - consistent care giving
  - consistent practices
  - consistent responses
  - use of routines
- Responses to hurt baby/infant may include:
  - application of ice packs, antiseptic cream, band aid
  - comfort, cuddle
- Responses to distressed baby/infant may include:
  - cuddles, comfort
  - listening, talking to quietly
  - use of transition object
- The physical environment may need:
  - spaces for quiet and seclusion
  - to allow movement between different areas
  - to be able to change to adapt to different needs
Provide quality physical care for babies/infants including ensuring adequate rest, nutritionally adequate food and drink and using and promoting hygienic practices
Provide nutritionally adequate food and drink which vary according to age, culture, development and needs of the baby/infant
Provide opportunities for rest and vary according to the age of the baby/infant, their cultural background, development and needs
Provide all aspects of physical care to babies/infants, including:
- the provision of food and drink
- provides adequate food and drink which is varied according to age, culture, development and needs of the baby/infant
- apply organisation accepted procedures for nappy changing
- apply safe sleeping practices for babies/infants including prevention measures for Sudden Infant Death Syndrome (SIDS)
Prepare food which is nutritious and suitable for babies/infants
Assessors are recommended to particularly look for:
food is nutritious and the 5 food groups are provided over a day, as suitable to baby/infant
food is fresh wherever possible
- Food provided for babies/infants
- food and milk is warmed and tested for temperature
- correct preparation and handling of formulae and expressed breast milk
- solid food is introduced appropriately
Respond quickly to emergencies and implement correct procedures including administering first aid

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Maintain a calm, reassuring manner with babies/infants
Demonstrate application of skills in:
Care giving practices within different cultural groups
Nurturing
Interpersonal relationship
Appropriate response to attachment and separation anxiety
Food preparation including cooking
Time management
Menu planning
Common childhood illnesses – recognition, management strategies
Writing incident records
Making decisions under pressure

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Interactions with babies/infants may include:	Imitating babies’ vocalisations Talking Singing Laughter Rhymes Finger games Holding Dancing and gentle bouncing
Babies may show distress or pain by:	Crying Appearing withdrawn Squirming Lack of eye contact Sleep difficulties
Non-verbal cues of a baby/infant may include:	Cues to indicate distress Response to an interesting activity Smiling cues that express a desire to engage in an activity or interaction
A baby’s/infant’s signs of distress may indicate:	Hunger Tiredness Pain Loneliness Discomfort Fear Anxiety Frustration Boredom
Comforters may include:	Special toys Blankets Dummies
Signs of stress or distress of primary caregivers and babies/ infants on arrival may be indicated by:	A rushed entry or exit by parent Parent ‘running late’ Clinging behaviour Child teary or crying Child is unusually quiet or passive
Responses to a distressed baby/ infant may include:	Distraction to an activity Cuddles, comfort Listening, talking with the child quietly Use of transition object
Routines of physical care may include:	Feeding Nappy changes Clothing changes
Individual routines of babies/ infants may include:	Sleeping routines and rituals Nappy change routines Eating/drinking patterns Interactions and play with adults
Rituals of babies/infants which are to be respected and fulfilled where practical may include:	The need for a special toy/dummy Particular method of being put to bed e.g. wrapped tightly and laid on side
Legal requirements and regulations regarding supervision may include:	Staff/children ratios Babies are never left unattended in the bath or on change table
Cleaning may include:	Disinfecting nappy change areas Washing floor Vacuuming Disinfecting toilet areas
Disposal of waste materials may include:	Nappies Soiled tissues/wipes
In remote and isolated areas:	Alternative methods for rest e.g. hammocks
Organisation procedures implemented for safety on excursions can include:	Legal/legislative requirements Organisation policies regarding excursions.
Checking area for hazards may include checking for:	Needles/sharp implements in outdoor areas Animal droppings in outdoor areas
Maintaining direct contact with baby/infant will vary according to:	Baby/infant’s age Baby/infant’s level of independence/dependence Baby/Infant’s safety/risk taking behaviours Activity baby/infant is involved in Ability of baby/infant
Contact can include:	Sight Sound Glass viewing windows Line of sight Within physical reach
Potential risks may be:	Babies learning to eat solid foods Babies/Infants learning new skills such as walking, balancing Particular ‘combinations’ of babies/infants playing together Babies/infants going to sleep with a bottle Risk of dehydration on very hot days SIDS When babies/infants are attempting an activity that may be beyond their previous ability
Rules for safe play may include:	Use of equipment How babies/children play together
Providing a safe environment and risk reduction strategies will vary according to whether the location is:	A purpose designed and built centre Non purpose built centre A home. Appropriate for the age range of babies/infants
Hazards may be identified to babies/infants in a range of ways:	Verbally By signs By symbols
Risk reduction strategies may include:	Gates on stairs Covers on electrical sockets Removal/locking away of dangerous substances. Close supervision of any babies/infants in kitchens Fences and gates, locking mechanisms Out of bounds areas Vacuuming/sweeping floors to remove small or dangerous objects Particularly close supervision in some areas Placing babies/infants to sleep in positions recommended for prevention of SIDS
Rest may include:	Sleep Time sitting quietly
Rest provisions may vary according to:	The venue at the time baby/infant needs rest The baby/infant’s need for rest Other babies/infant’s needs Space available
Bedding preferences may vary due to:	Cultural practices e.g. hammock Baby/infant’s preferences e.g. soft toy
Adjusting the environment for baby/infant’s rest may include adjustments to:	Level of noise Light, temperature and ventilation
Personal hygiene may include:	Hand washing Toileting Blowing nose Brushing teeth/rinsing mouth after meal
Hygiene practices taught may vary with babies/infants age, and may include:	Flushing toilet paper after use Discarding tissues in bin after use Washing hands before eating, after toileting Cleaning teeth or rinsing mouth after eating
Different family and cultural practices which may be relevant to hygiene include:	Age to commence toilet training Eating food with utensils or fingers Hair care practices
For babies/infants with a physical or developmental disability:	A hygiene plan is developed according to the individual needs of the baby/infant
For clothing, weather conditions that may need to be considered are:	Heat Cold Rain Sun safety measures
Preparation of food in hygienic manner will be according to:	Appropriate regulatory requirements relating to food handling and hygiene Alternative methods of cooling food and drink may need to be developed in remote or isolated areas (e.g. Hessian cooling bag)
Appropriate washing and drying of utensils and crockery and cutlery may include via:	Hand washing in hot, soapy water Dishwashing Sterilisation
Organisation procedures for food preparation may include:	Use of gloves when handling some foods Procedures for supervision Protective clothing such as aprons
Nutritional needs will need planning to include:	Nutritious food Balanced diet Relevant to nutritional needs at that age
Health needs of children to be considered may include:	Medical advice and diet Allergies to certain foods
Cultural requirements and preferences about food may include:	Meal patterns over a day Drinks provided Foods used Hot or cold meals Spices and flavourings used Inclusion of sweets
Menu may include:	Breakfast Lunch Dinner Snacks Drinks
Food and drink preferences will vary according to:	Culture Dietary requirements Religion Age Family patterns Individual tastes Stage of the day Appetite
Appetising food may consider:	Colour Shape Texture Variety
Procedures for the prevention of the spread of infection may include:	Hand washing Use of disposable gloves when cleaning up body wastes Removal and disposal of infected articles Cleaning equipment Disposal of unused foods/milk Cleaning of utensils after use Regular disinfecting of soft toys Removal of body waste products (e.g. faeces, urine, saliva, vomit) and disinfection of area affected Sterilisation of equipment and utensils where necessary Use protective aprons when changing babies Disinfection of nappy change areas after each use
Requirements for the administration of medication may include:	Legislative guidelines Organisation procedures Primary caregiver instructions
Requirements for storage of medication may include:	Temperature required Level of security required Organisation procedure and procedures Legislative requirements Primary caregiver instructions

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.