Unit 1.5: Understand how to support children who are unwell

This unit is part of the Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria:

  1. Know common childhood illnesses
    1. Identify common childhood illnesses
    2. Describe signs and symptoms of common childhood illnesses
    3. Explain treatments for common childhood illnesses
    4. Identify exclusion periods for common childhood illnesses
  2. Know the signs of ill health in children
    1. Describe the signs and symptoms of ill health in children
    2. Give examples of when medical intervention is necessary
  3. Understand legal requirements for reporting notifiable diseases
    1. Identify notifiable diseases
    2. Describe the process for reporting notifiable diseases
  4. Understand the role of the Early Years practitioner in minimising ill health in children
    1. Explain how the Early Years practitioner can minimise ill health in children
  5. Understand care routines when a child is ill
    1. Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring
    2. Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication
    3. Explain procedures which are followed when a child is taken ill in a setting
  6. Understand how to support children for planned hospital admission
    1. Describe how the Early Years practitioner supports a child to prepare for a stay in hospital
  7. Understand the therapeutic role of play in hospitals
    1. Describe the therapeutic role of play in hospital in supporting children’s recovery
  8. Understand the role of the Early Years practitioner when supporting children who are chronically ill
    1. Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self

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