Childcare Level 3 Unit 3 Study Guide

Unit 3: Care Routines
Routines
Bedtime
1) Lay out the pillows
2) Cover the pillows with a sheet
3) Lay children down, top and tail
4) Give the children individual blankets
Nappy Changing
1) Collect child’s individual wipes and nappy
2) Put on an apron and pair of latex gloves
3) Put down the changing mat
4) Call the child to be changed
5) Lay down the child and remove their trousers
6) Wipe the child if necessary
7) Put the dirty nappy into a nappy sack
8) Put a fresh nappy onto the child
9) Redress the child
Progression Out of Nappies
1) Identify signs of readiness
2) Discuss next move with child’s parents
3) Support parents’ decision about their child’s progression
Sleep Routine
The sleep routine is important as it
I think the practitioner should change the child regularly and immediately after the child has soiled their nappy to avoid the child getting nappy rash. The practitioner should let the child collect the nappy and wipes to make the child feel involved in the routine and for the child to learn that the nappy and wipes are the items that are needed when it comes to changing their nappy. Any cream that the child needs for any skin infections should be with the items at the changing mat. It is important that the practitioner wipes the child thoroughly to prevent the child developing a nappy rash which is a bright red rash but often starts as a spotty rash. If the nappy rash is left untreated it could turn into sores. Nappy rashes are very painful for the child and practitioner must do everything to prevent children developing it. Changing nappy frequently helps to prevent nappy rash especially for children who are teething as they are more likely to develop nappy rash. For children that have nappy rash, having parent’s consent to use cream is needed. The practitioner should keep the child’s skin clean and dry as much as possible to give their nappy rash time to heal. The practitioner should wash their hands before and after the routine to prevent any cross contamination if that practitioner handles food or toys at the early years setting. Interaction between the
When it comes to identifying the signs of readiness, practitioners should know the signs well and should inform parents of these signs so practitioners and parents can work together to help the child will their progression out of nappies. The child’s readiness will be effected by their physical development, their individual motivation and their language development, for example, is the child’s nappy dry for a long period of time? Can the child walk upstairs using both feet? Can the child manage simple undressing? Is the child keen to move out of nappies? Is the child interested in the potty or toilet? Does the child have a good range of language to tell someone that they need to use the potty or toilet? When parents and practitioners think the child is ready to progress out of nappies, they should remove the child’s nappy and place a few potties around in a room. They should let the child know where the potties are but the child should not be reminded that they are there constantly. The practitioner should go about the day normal and let the child approach the potty at their own pace. Tassoni states “A low-key approach, which is calm and matter-of-fact, works well. Too much emphasis on the child being a ‘big boy’ or ‘big girl’ can make it harder to put the child back into nappies