CHCECE032 – Nurture Babies and Toddlers

Overview

This unit describes the performance outcomes, skills, and knowledge required to develop relationships with babies and toddlers and their families, while attending to their specific physical and emotional needs from birth to 23 months. It emphasizes the ability to follow individualised care routines for sleep, feeding, and toileting.

The unit applies to educators who work under established policies and procedures, under the guidance of others, within regulated children’s education and care services in Australia.

The skills must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

Currently, no occupational licensing, certification, or specific legislative requirements apply to this unit.

Learner Instructions

This Learning Activity Booklet contains formative activities that learners will complete in the classroom or a similar environment.

These activities include:

• Knowledge questions to test underpinning generic knowledge

• Practical activities to test relevant skills

Formative assessments help trainers to complement the learning process and evaluate learner progress.

Learners may reference the Learner Guide and other learning materials to complete these activities.

Important Note: Completion of the activities in this workbook does not lead to a Qualification or Statement of Attainment (SOA).

Learner Information

• Learner Name: ____________________

• Phone: ____________________

• Email: ____________________

Trainer Information

• Trainer Name: ____________________

• RTO Name: ____________________

• RTO Phone: ____________________

• RTO Email: ____________________

Resources Required

To complete the activities, learners will need:

• A computer with internet, email access, and a working browser

• Installed software: MS Word, Adobe Acrobat Reader

• Learner Guide

Work Health and Safety (WHS)

Both trainers and learners have a duty of care to ensure the learning environment is free from hazards that may pose health and safety risks.

According to WHS legislation:

• Trainers and learners must take reasonable care while undertaking workbook activities.

Reasonable Adjustment

Reasonable adjustment in VET refers to modifying the learning environment or training delivery to assist learners with disabilities.

Purpose of Reasonable Adjustment

• To provide learners with disabilities the same learning opportunities as others.

• To ensure equal opportunities to perform and complete assessments.

Examples of Reasonable Adjustment

• Customising resources and assessment activities

• Modifying the presentation medium

• Providing learner support

• Using assistive/adaptive technologies

• Ensuring information is accessible pre- and post-enrolment

• Monitoring adjustments to meet learner needs

Assistive/Adaptive Technologies

These include:

• Screen readers and magnifiers

• Voice recognition software

• Alternative keyboards

• Visual alert systems

• Digital note-takers

Important: Adjustments must not compromise the competency standards required in the workplace.

Formative Activities

I. Develop Relationships with Babies and Toddlers

Activity 1.1 – True or False
Indicate whether the following statements are True or False:

1. Consistency means providing the same level of care every day.

2. Transition refers to changing from one activity to another. Too many transitions can stress a child.

3. The National Quality Standards under the NQF are divided into six quality areas.

4. The nationally approved learning framework is the Early Years Learning Framework.

5. Children may display unique patterns depending on their family background.

Activity 1.2
Briefly explain what positive personal care means.

Activity 1.3
List three communication types used with babies and toddlers:

Activity 1.4 – Matching Type
Match the observation tools to their descriptions:

• Tracking

• Checklists

• Specific targeting

• Recorder/audiotape

• Time sampling

II. Develop Effective Relationships with Family Members

Activity 2.1 – Fill in the Blanks
Complete the following statements:

1. A ______ plan is used to schedule communications.

2. Certain foods may affect behaviour. Always check for food ______.

3. Some children have dietary restrictions due to ______ or cultural ______.

4. A ______ event may cause helplessness or anxiety in children.

5. Identifying authorised ______ and ______ members is essential.

Activity 2.2
List three signs that may indicate a child is stressed during separation:

III. Promote Safe Sleep

Activity 3.1
Briefly explain when Sudden Infant Death Syndrome (SIDS) occurs.

Activity 3.2 – Fill in the Blanks

1. Babies under 6 months should be placed on their ______.

2. At 6 months, babies can take their preferred sleeping position if ______ is not ______.

3. A safe sleeping environment must have all ______ removed.

4. Infants may have ______ sleep patterns and nap at ______ hours.

5. Babies should not be overdressed to prevent ______.

IV. Provide Positive Nappy-Changing and Toileting Experiences

Activity 4.1 – True or False

1. Service policies ensure positive care experiences.

2. Nappy-changing must be hygienic and safe, while keeping children comfortable.

3. Toileting facilities should be outdoors.

4. Infections are spread by germs such as bacteria and fungi.

5. Children should be supported to learn hygiene practices.

Activity 4.2
List three ways to support children during toileting:

V. Promote Quality Mealtime Environments

Activity 5.1 – True or False

1. Positive mealtime environments support development and health.

2. Children learn from educators sharing mealtimes.

3. Children 14 months and above should use metal utensils.

4. No child should be force-fed.

5. For safety, children must be seated while eating.

Activity 5.2
List three ways parents can be involved in children’s mealtimes

Activity 5.3 – Fill in the Blanks

1. Milk should be at ______ temperature.

2. Children must be ______ when eating, and ______ is a must.

3. Good mealtime ______ creates healthy habits.

4. Proper ______ and ______ reduces microorganism growth.

5. Formula milk can only be reheated ______.

VI. Create a Healthy and Safe Supporting Environment

Activity 6.1 – Fill in the Blanks

1. ______ motor skills involve large muscle movements.

2. Babies under 1 year should have ______ floor activities.

3. Art and craft provides opportunities for ______ expression.

4. ______ materials encourage imagination without limits.

5. Indoor/outdoor activities promote new skills and ______.

Activity 6.2
List three ways to provide a relaxed and calm environment:

Summary of Assessment Requirements

The CHCECE032 – Nurture Babies and Toddlers unit focuses on developing the knowledge and skills needed to support the physical, emotional, and developmental needs of children from birth to 23 months.

The assessment requirements include:

• Understanding child development and the importance of consistent, positive personal care routines.

• Building effective relationships with both babies/toddlers and their families.

• Applying safe practices for sleep, nappy-changing, toileting, and mealtime routines.

• Promoting a safe and healthy environment that supports learning and wellbeing.

• Using observation tools and recording methods to track development.

• Demonstrating knowledge of WHS and reasonable adjustments for inclusive education.

• Completing formative activities such as:

  • True/False questions

  • Fill-in-the-blank tasks

  • Matching observation tools with descriptions

  • Listing strategies for care, communication, and environment design

These activities are formative—they test understanding and progress, but do not result in a formal qualification.

Mentor’s Step-by-Step Guidance

The academic mentor supported the student through a structured, scaffolded process. Each section was broken into manageable steps to ensure clarity and confidence in completing the assessment.

Step 1: Orientation and Understanding Requirements

• The mentor first explained the purpose of the unit and clarified that activities were about demonstrating practical understanding rather than memorisation.

• Together, they reviewed the Learner Instructions and WHS considerations to frame the importance of safe, ethical practice.

Step 2: Developing Relationships with Babies and Toddlers

• The mentor guided the student through Activity 1, explaining the role of consistency and transitions in care routines.

• For knowledge questions, the mentor encouraged the student to link answers to real-life scenarios (e.g., how children may react to too many transitions).

• When working on communication methods, examples such as eye contact, tone of voice, and gestures were discussed.

Step 3: Working with Families

• In Activity 2, the mentor highlighted the importance of gathering family information to support transitions.

• The student was prompted to think of situations such as dietary needs or stressful events that affect a child’s wellbeing.

• The mentor reinforced the idea of building trust with families through consistent communication.

Step 4: Safe Sleep Practices

• For Activity 3, the mentor explained SIDS and safe sleep guidelines.

• The student was asked to recall best practices (e.g., placing babies on their back to sleep, keeping sleep environments free of hazards).

• The mentor encouraged evidence-based responses aligned with national safe sleep recommendations.

Step 5: Nappy-Changing and Toileting

• In Activity 4, the mentor reviewed hygiene, infection control, and positive communication during nappy-changing.

• The student was guided to list supportive strategies such as privacy, encouragement, and reassurance.

• Practical examples of WHS compliance during toileting were reinforced.

Step 6: Mealtime Environments

• While working through Activity 5, the mentor stressed the role of mealtimes in social learning and health promotion.

• The student was encouraged to consider parental involvement and cultural aspects of food.

• Safe storage and preparation practices were linked to infection prevention.

Step 7: Creating a Healthy and Safe Environment

• In Activity 6, the mentor explained the difference between gross and fine motor skills.

• Together, they explored strategies for providing calm, stimulating environments (e.g., quiet spaces, open-ended play materials, creative arts).

• The mentor highlighted how these practices foster both safety and developmental growth.

Final Outcome and Learning Achievements

By following this guided process, the student successfully:

• Completed each formative activity with clarity and accuracy.

• Strengthened understanding of child development principles and how to apply them in practice.

• Demonstrated knowledge of inclusive practices through the discussion of reasonable adjustments and assistive technologies.

• Showed awareness of WHS responsibilities in child care settings.

• Learned to integrate theory with practice by linking knowledge questions to real-world care scenarios.

Learning Objectives Covered

• Built skills to nurture babies and toddlers through consistent, individualised care routines.
• Practised strategies to engage with families and support children’s transitions.
• Understood and applied safe sleep, hygiene, and mealtime practices.
• Developed awareness of creating safe, healthy, and inclusive environments.
• Applied knowledge of observation tools for tracking development

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