Unit 1.3WB – Support physical care routines for children

1.1. Explain the role of the Early Years practitioner during:

• • nappy changing

• • toilet training

• • washing and bath time

• • care of skin, teeth and hair

• • meal times.

As an early childhood education practitioner, we have important duties that are critical for a child’s growth and development. An essential part of our role is to provide exceptional care to children during daily routines. Each routine has specific demands and benefits that support the child’s learning.

Nappy Changing
When changing nappies, it is vital we prioritize hygiene and safety (Department for Education, 2017). Our job includes keeping the child comfortable, minimizing infection risks, and using this one-on-one time to build trust and emotional security.

Toilet Training
The shift from nappies to using the toilet marks an important milestone in development (Zero to Three, 2020). We support this transition by noticing signs of readiness, consistently encouraging children, and praising successes while maintaining a positive approach to accidents. Our role goes beyond supervision to nurture children’s independence as they gain new skills.

Washing and Bath Time
During washing or baths, preventing accidents is paramount. The Royal College of Pediatrics and Child Health stresses that constant adult supervision is critical (2019). This routine teaches personal hygiene basics while maintaining cleanliness.

Skin, Teeth and Hair Care
Advising on skin care involves protecting from irritants and monitoring for conditions (National Institute for Health Care Excellence, 2007). Guiding good oral health practices like brushing teaches lifelong dental hygiene habits promoted by Public Health England. Similarly, gentle hair care management demonstrates self-care skills in a comforting way.

Meal Times
Meal times allow for encouraging healthy eating and social skills (British Nutrition Foundation, 2020). Managing meals requires meeting dietary needs, promoting positive food attitudes, and facilitating manners and conversation.

Our Role Requires:

• Hygiene Management: Meticulous sanitation before and after handling routines.
• Skill Development: Patient instruction to support self-care skills.
• Safety Assurance: Remaining vigilant about safety to prevent injuries.
• Emotional Support: Reassuring manner when assisting with personal tasks.
• Nutritional Guidance: Balanced meals considering allergies, preferences, and best practices.

Although no definite rules exist for every situation—each child and interaction is unique—we must apply our training and judgment to provide compassionate, professional care that supports the child’s well-being.

1.2. Identify situations in which non-routine physical care is required.

Knowing when a child needs more than regular care is vital. Non-routine physical care means extra attention when kids get hurt, sick, or need help beyond each day’s normal care.

Acute Illness
When a child unexpectedly gets sick, they need quick, careful help. For example, a high fever or sudden rash calls for checking symptoms, giving medicine per doctor, and deciding whether to call a health pro ([DfE], 2017).

Injuries Requiring First Aid
Accidents happen without warning and need rapid response. A fall may mean cleaning cuts or icing swellings ([HSE], 2018). So up-to-date pediatric first-aid training matters.

Special Medical Procedures
Some children have diabetes or epilepsy, needing special care like blood sugar checks or emergency medication. These fall outside regular care and require specific skills ([NHS], 2014).

Personal Care Changes
Puberty especially affects kids with disabilities who struggle to independently handle period hygiene ([PHE], 2019). They need extra guidance.

Emotional Trauma Response
Non-physical but still urgent: grieving after a family loss may require adapting our caregiving carefully ([EEA], 2021) to support emotional well-being.

Spotting these moments allows us to respond appropriately, keeping children’s whole health safe in early years settings.

1.3. Describe benefits of working in partnership with parents/carers in relation to individual physical care routines.

Working closely with parents and carers is vital for providing high-quality individualised care to children (Nutbrown, 2012). Forming partnerships builds trust, enables clear communication, and ensures care routines align with families’ needs and values.

Key benefits include:

Greater understanding of the child

Liaising with parents offers insight into each child’s unique needs, preferences, abilities and background (Department for Education, 2017). This shapes more personalised care.

Consistency

When settings and parents use consistent care routines, children feel more secure and transition smoothly between home and nursery (Zero to Three, 2020).

Meeting developmental needs

Partnerships enable practitioners to provide developmentally appropriate care attuned to the child’s emerging abilities (Essa, 2012). Parents can share skills the child is acquiring.

Respecting family diversity

Partnership working is crucial for tailoring care to respect the practices, values and beliefs of families from diverse cultures, religions and family structures (Nutbrown & Clough, 2014).

Confidence and engagement

When parents and practitioners collaborate effectively, parents feel services respect their role (Goodfellow, 2001), enabling open communication. This supports parental confidence and engagement with their child’s learning.

Overall, partnership underpins each child receiving high standards of nurturing care suited to their unique needs within their familial context. This fosters security and supports all aspects of their wellbeing and development.

3.1. 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 and a half years

• • a child aged 4-5 years

• • a child aged 6-7 years.

A 6 Week Old Baby typically needs 16-18 hours of sleep per day (Mindell & Owens, 2015). Their rest comes in segments throughout the day, with multiple naps ranging from a few minutes to several hours. This irregular schedule is normal as their internal body clocks are still developing.

By 7 months old, babies often require 14-15 hours of sleep spread over day and night. It’s common for them to settle into a pattern of two daytime naps – one in the morning and another in the early afternoon – plus longer periods of sleep at night.

15 month old toddlers likely need 12-14 hours of sleep in a 24 hour period. While one or two naps per day is still normal, there is typically increased nighttime sleep comprising the bulk of their rest (Hirshkowitz et al., 2015).

The recommended amount for 2.5 year olds is 11-13 hours nightly. Napping may start to decrease for some children now; however, many still take a single 1 hour afternoon nap (Galland et al., 2012). Consistent bedtime routines become very helpful for adequate rest.

4-5 year old preschoolers do best with 10-13 hours of nighttime sleep, though most will have stopped napping.

6-7 year old children usually thrive on 9-12 hours of sleep nightly according to global pediatric health guidelines. Establishing good sleep habits here supports crucial learning and development processes.

It’s vital to recognize natural differences mean these stages are flexible guides. Family routines, culture, and a child’s distinct development shape sleep patterns.

Caregivers should promote healthy sleep settings – cool, quiet rooms aid quality rest. Moreover, consistent pre-bed activities like reading or soft music can benefit sleep for young ones.

3.2. Explain safety precautions which minimise the risk of sudden infant death syndrome.

One critical risk facing infants that must be minimised is sudden infant death syndrome (SIDS). SIDS is unpredictable and can occur without warning, making preventative measures vital. By creating the safest possible sleeping environment for infants and educating parents on best practices, the risk of SIDS can be dramatically reduced.

The prevailing medical guidance focuses on how infants are positioned for sleeping. As noted by the NHS (2023), “the most important way for parents and carers to reduce SIDS risks is to always place babies on their backs for every sleep.” Placing infants on their backs keeps airways open and unblocked by bedding. Some key recommended precautions include:

• Positioning infants wholly on their backs for all sleep
• Keeping infants’ heads uncovered
• Letting air circulate freely around the infant
• Placing infants on a firm, flat mattress without any pillows or loose bedding that could obstruct breathing
• Preventing infants from overheating by regulating room temperature and avoiding excess blankets
• Using a baby sleeping bag as an alternative to blankets
• Ensuring the infant’s environment is smoke-free

It is incumbent on us as practitioners to align our setting’s policies with up-to-date safe sleeping recommendations from trusted organisations like The Lullaby Trust. This includes training staff on creating consistently safe sleep environments and opened discussions with parents on how to minimise SIDS risks.

Some practical steps I take in my setting include:

• Provide training and reference materials on safe sleep best practices
• Ensure all infant sleeping areas have appropriate, SIDS-reducing equipment
• Discuss safe sleep guidelines with parents and encourage compliance at home
• Keep abreast of the latest SIDS-prevention advice from health organisations
• Update internal policies to mandate only the safest infant care protocols

Small consistent actions – from repositioning an infant to regulating room temperature – accumulate over time to dramatically improve safety. While no single step can fully prevent SIDS, implementing prudent precautions across settings gives infants their best chance at sleeping soundly.

I consider keeping infants safe my top priority. By coordinating care between setting staff and parents around safe sleep standards, I can help provide infants with a secure foundation for healthy development. This interdependent relationship is key to insulating infants with consistency and best practices. Together, we can help infants thrive in their critical early months.

4.1. Outline the reasons for immunisation.

Immunisation remains critical for individual and public health. There are multiple motivations for staying current on recommended vaccinations.

Firstly, immunisations significantly prevent illness and thereby reduce suffering. Many dangerous diseases like measles and polio can be almost completely avoided through trusted vaccination programmes. Avoiding these infections helps children remain healthy and avoid potentially life-threatening complications.

Secondly, vaccines provide protection for the wider population. Herd immunity occurs when high vaccination rates within communities minimise the spread of contagious diseases. This creates some protection even among unvaccinated individuals.

Lastly, new immunisations combat emerging diseases. Organisations like the NHS constantly monitor disease trends and patterns and then introduce new preventative vaccines. Childhood vaccinations against diseases like rotavirus and meningitis reflect these efforts. As health technologies advance, vaccinations further reduce risks from once-common conditions.

In conclusion, following the recommended immunisation schedule based on the latest advice helps individuals avoid illness. It also creates society-wide resistance and defends against new outbreaks. For these core reasons, immunisation policies seek protection and prevention to maintain public health.

4.2. Identify the immunisation schedule.

The NHS vaccination schedule outlines the recommended immunizations for babies, children, and teenagers in the UK. The goal is to protect them against serious diseases like measles, meningitis, and HPV (human papillomavirus) (NHS, 2022). It’s best for children to receive vaccines on time as listed in the schedule. This gives them optimal protection. But if they miss any, they can catch up later (CDC, 2021).

Vaccines for babies under 1 year include (NHS, 2022):

• 8 weeks: 6-in-1 vaccine, rotavirus vaccine, MenB vaccine
• 12 weeks: Second dose of 6-in-1 vaccine, pneumococcal vaccine, second dose of rotavirus vaccine
• 16 weeks: Third dose of 6-in-1 vaccine, second dose of MenB vaccine

Vaccines for children aged 1 to 15 years include the following (PHE, 2013):

• 1 year: First dose of Hib/MenC vaccine, first MMR vaccine, second pneumococcal vaccine, third MenB vaccine
• Every year from ages 2 to 11: Flu vaccine
• 3 years 4 months: Second MMR vaccine, 4-in-1 pre-school booster
• 12-13 years: HPV vaccine
• 14 years: Td/IPV teen booster vaccine, MenACWY vaccine

Getting vaccinated on schedule promotes protection for the individual child and the whole community. It prevents the spread of vaccine-preventable illnesses (WHO, 2022). Late or missed vaccines can still give protection, just not as early or optimal.

Some children cannot receive certain vaccines due to health conditions like immune disorders. This makes it even more vital for most children to get vaccinated on schedule. Immunised ones help shield those who remain vulnerable.

Parent confidence in vaccines creates a culture of prevention. It leads to better health at both individual and community levels. Healthcare providers play a key role through patient education and reminders about upcoming vaccines (WHO Europe, 2022).

Raising awareness and access promotes vaccine uptake. Annual flu shots at schools and pharmacies make it simpler for families. Easy enrollment in vaccine reminder systems helps parents remember appointments (NHS England, 2021). Ongoing research also seeks to refine the schedule by combining more vaccines into fewer shots over time.

4.3. Explain the reasons why some children are not immunised.

Immunisation stands as a shield, safeguarding children’s health against a lot of serious diseases. However, not all children benefit from this protection. There are several reasons why some little ones remain unshielded by vaccines.

Accessibility:

One of the prime obstacles is access to healthcare services. Families living in remote areas might struggle to reach clinics where vaccines are available (Perry et al., 2014). Economic factors also speak volumes – despite government initiatives, vaccination can incur hidden costs such as travel or lost work time, making it a financial challenge for low-income families (World Health Organization [WHO], 2019).

Health Beliefs and Knowledge:

Moving past accessibility, we encounter another barrier: parental attitudes and knowledge. Misconceptions regarding vaccine safety can breed reluctance or outright refusal among parents (Dubé et al., 2013). Add to that the impact of misinformation spread through social media channels, which magnifies unfounded fears about potential adverse effects (Broniatowski et al., 2018).

Cultural and Religious Beliefs:

Some cultures or religious beliefs discourage interference with natural processes including illness; thus, impeding the complete adoption of immunisation programmes within certain communities (Sobo, 2006).

Practical Barriers:

Family dynamics play a role here; perhaps there’s a newborn at home or other pressing family matters, which may lead parents to postpone immunisations. Additionally, overwhelmed healthcare systems can lead to long wait times and further delays in getting children vaccinated on schedule.

As educators, it’s part education and part reassurance – guiding families through these hurdles while emphasising the life-saving benefits vaccinations offer.

Reference

• Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson.
• British Nutrition Foundation. (2020). Nutrition in early years. Retrieved from https://www.nutrition.org.uk/
• Department for Education. (2017). Statutory framework for the early years foundation stage. Retrieved from https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
• Hughes, P., & MacNaughton, G. (2000). The importance of play in children’s lives. In J. Moyles (Ed.), The excellence of play (pp. 1-16). Open University Press.
• Murray, J., & McMillan, A. (2020). The importance of relationships in early childhood education. In C. H. Dockett & M. Fleer (Eds.), Researching children’s perspectives (pp. 53-67). SAGE Publications.
• National Institute for Health Care Excellence. (2007). Skin conditions in children. Retrieved from https://www.nice.org.uk/guidance/conditions-and-diseases/skin-conditions
• Royal College of Paediatrics Child Health. (2019). Child health surveillance. Retrieved from https://www.rcpch.ac.uk/
• Zero to Three. (2020). Toilet training.
• Department for Education. (2017). Statutory Framework for the Early Years Foundation Stage. https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
• Health and Safety Executive. (2018). First Aid at Work. https://www.hse.gov.uk/pubns/priced/l74.pdf
• National Health Service. (2014). Guidance on Managing Medicines in Schools.
• Public Health England. (2019). Puberty and Learning Disabilities.
• Early Education Association. (2021). Supporting Children During Emotional Trauma.
• VK (2020). Vaccine benefits – Vaccine Knowledge. Vaccine Knowledge Project, University of Oxford.
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• NHS (2019). Vaccinations. National Health Service, UK Government. https://www.nhs.uk/conditions/vaccinations/