1. CACHE LEVEL 2 INTRODUCTION TO EARLY YEARS EDUCATION AND CARE Unit 1.3 Support physical care routines for children

2. * LO1 Understand the physical care needs of children. * AC 1.1 Describe routine physical care needs for children in relation to: * Nappy changing * Toilet training * Washing and bath time * Skin, teeth and hair * Meal times. * AC 1.2 Explain the role of the early years practitioner during: * Nappy changing * Toilet training * Washing and bath time * Skin, teeth and hair * Meal times.

3. Starter activity * Time: 10 mins * 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?

4. 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. * Routines

5. 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

6. 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

7. Pairs activity * Time: 15 mins * 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. * 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.

8. 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

9. 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

10. Pairs activity * Time: 15 mins * 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.

11. 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

12. 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

13. 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. * Skin, teeth and hair

14. Group activity * Time: 15 mins * Discuss a typical meal or snack time in your setting. * Consider: The age and stage of the children Choices The pace and layout of the meal or snack time The role of the practitioner Opportunities to develop social skills.

15. 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

16. Classroom discussion activity * Time: 15 mins * Discuss 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.

17. Extension activity * Time: 15 mins * You have been asked to produce a brief information leaflet for parents/carers to show how meal times can be a fun and learning experience. Create a spider diagram of ideas that could be included in the leaflet. * Consider: The age and stage of the children Opportunities to develop language Involving the child to help where appropriate Making mealtime fun.

18. The early years practitioner plays a vital role in meeting the physical care needs of all children. Polices and procedures of the setting should be followed at all times. Individual needs must be met. The wishes of the parent/carer must be taken in to account at all times.

19. 1. Name three physical care needs a child may have. 2. Describe three things a practitioner can do take make meal times fun. 3. When is a child ready to be potty trained?