U4 lo1

Unit 4 Child health
© Hodder & Stoughton Limited

LO1 Understand common childhood illnesses D1
Time: 10 mins
List any illnesses you remember having as a child.
• How did you feel?
List any illnesses you have observed in children at placements.
• How did practitioners support, care for and meet the needs of
the children?

LO1 Understand common childhood illnesses.
• Identify different common childhood illnesses D1
• Describe signs and symptoms of common childhood illnesses
D1
• Identify treatments for common childhood illnesses D3
• Identify exclusion periods for common childhood illnesses D2

With your partner list:
Common childhood illnesses
• Chickenpox
• German measles (Rubella)
• Measles
• Meningitis
• Mumps
• Tonsillitis
• Whooping cough (pertussis)
• Slapped cheek syndrome (fifth disease)
• Gastroenteritis.© Hodder & Stoughton Limited
Dojo for
the
longest
list!

Time: 15 mins
Research the signs and symptoms of your given common
childhood diseases in depth.
• Explain how to recognise them and describe them in detail.
• Draw diagrams or collect pictures of the signs and symptoms.
• Note the resources you have used.
• www.nhs.uk/Tools/Pages/Childhoodillness.aspx?Tag
• www.webmd.boots.com/symptoms/default.htm

It is important for the practitioner to be aware of the signs and symptoms of
common childhood illnesses in order to recognise infectious diseases as soon
as possible and take steps to prevent contagion. They also need to be able to
support the child and meet their needs.
Lets play Taboo !
• Measles –
• fever, runny nose and eyes, cough, white spots in mouth, followed by full
body rash.
• Mumps –
• often no symptoms are shown, when they are there will be swollen glands
between the ear and jaw and there may be pain when swallowing.
• Rubella (German measles) –
• no serious symptoms other than: slight cold, sore throat, swollen glands
behind ears, slight pink rash.
Signs and symptoms of common childhood illnesses

• Chickenpox –
• fever, very itchy rash with blister-like appearance.
• Meningitis –
• flu like symptoms: fever, headache, drowsiness, very stiff neck,
maybe small red spots beneath the skin that do not disappear when
a glass is pressed against them.
• Tonsillitis –
• very sore throat, difficulty in swallowing, fever, headache, aches
and pains.
• Slapped cheek syndrome (fifth disease) –
• bright red rash on child’s face.
• Pertussis (whooping cough) –
• snuffly cold, spasmodic cough with whoop sound, vomiting.
Signs and symptoms of common childhood illnesses

It is the role of the practitioner to try and prevent the spread of infection, so
it is vital that not only can they recognise the signs and symptoms but also
know the treatment needed.
Use the blank cards provided to test the groups knowledge on how to treat
common childhood illnessess
• Measles –
• place child in a darkened room.
• Mumps –
• provide child with plenty of drink, but not fruit juices.
• German measles (Rubella) –
• can cause deafness, blindness and learning disability. Give child plenty to
drink and keep away from pregnant women.
Treatments for common childhood illnesses

• Chickenpox –
• keep child cool, provide with soft food.
• Meningitis –
• press a glass over the rash, if it does not fade contact a doctor
immediately.
• Tonsillitis –
• provide child with plenty of fluid and give soft food.
• Slapped cheek syndrome (fifth disease) –
• no treatment necessary.
• Pertussis (whooping cough) –
• refer child to a doctor immediately, reassure and provide plenty of fluids.
Treatments for common childhood illnesses

• Chickenpox – four days from start of skin eruption.
• Measles – four days from the onset of the rash.
• Mumps – five days from onset of glandular swelling.
• Rubella – six days from the start of the rash.
• Meningitis – until the child has fully recovered.
• Pertussis (whooping cough) – 21 days from the start of the
illness.
Identify exclusion periods for common childhood illnesses

Time: 15 mins
www.netdoctor.co.uk/diseases/facts/childrensdiseases.htm
From the research gathered from your peers complete your grid
to support your assignment
LO1 Understand common childhood illnesses D1, D2, D3

Design a leaflet to inform practitioners new to your setting on how
they can recognise and treat childhood illnesses.
You will need to:
• explain the importance of the practitioner’s role
• refer to the policies and procedures of the setting
• emphasise the importance of liaising with parents
• describe signs and symptoms of the most common childhood
illnesses
• explain how to treat a child with one of these illnesses.
• outline the exclusion periods for common childhood illnesses.
Directed Study task D1, D2, D3

Time: 15 mins
A parent contacts the setting to say that her child has been
feeling unwell. She took him to the doctor last night and he was
diagnosed with German measles (rubella). Her son was in the
setting yesterday and had been complaining about a sore throat.
• What should you do in this situation?
Reflection

Time: 15 mins
Ask your setting for copies of their:
• Illness and injury policy
• Medication policy.
(They may give them slightly different titles.)
Read through the policies.
Reflect on whether you need to alter any of the advice given in
the leaflet that you produced for new practitioners.
Extension Task

1. Note down any common symptoms of childhood illnesses,
for example, a high temperature.
2. Which illnesses show few symptoms?
3. Note down the more serious illnesses.

To achieve D1 you are required to produce a table to
Identify five (5) different common childhood illnesses. You
must include an accurate description of the signs and
symptoms of each illness.
To achieve D2 you are required to add to your table
Identifying recommended periods for exclusion from
settings for common childhood infectious illnesses.
To achieve D3 you are required to add to your table to
Identify treatments for common childhood illnesses:
Assignment Unit 4

LO2 Know how to recognise ill health in children.
• Describe signs and symptoms of ill health in children C3
• Give examples of when medical intervention is necessary C3
LO3 Understand legal requirements for reporting notifiable
diseases, injury and fatality.
• Identify notifiable diseases D4
• Describe the process for reporting notifiable diseases, injury
and fatality D5

Starter activity
Silent Debate (C3)
As a group you are going to silently debate the signs
and symptoms of an ill baby/child.
A sign of illness is something that you can see that
suggests a child is ill
A symptom of illness is an observable change in the
body that suggests a child is ill.

There are many signs that a child may be feeling
unwell.
Signs and
symptoms of ill
health in children
Tiredness
IrritabilityAttention seeking
Coughing
Runny
noseTemperature Lack of interest in
activities
Vomiting
LO2. Know the signs of ill health in children C3
Signs and symptoms of ill health in children

Medical intervention should be sought immediately if meningitis
or whooping cough is suspected.
Medical attention should be sought in other cases if the
following symptoms are present:
• Measles and mumps – signs of severe headaches
• Chicken pox – evidence of drowsiness, coughing or seizures
• Rubella – signs of joint pain
• Tonsillitis – white spots on the tonsils.
When is medical intervention is necessary?
LO2 Know how to recognise ill health in children C3

Time: 15 mins
You have a child in your setting who is running a temperature,
has a headache and has vomited. She appears tired and ‘clingy’.
You think that her level of discomfort and distress has increased
and that she needs to be examined by a doctor.
• What action do you take?
• Consider all the things that you would do.

Reflection activity
Time: 15 mins
• Recap on signs and symptoms of ill health.
• Consider how you can support and care for children who
display some of these.
• List each sign or symptom and explain what measures you
would take to care for a child who is displaying them.

• Some diseases are what are known as ‘notifiable’. This means that
they have to be reported to the local health authority. These will be
contagious diseases.
• Reporting these diseases can inform the authority of how well the
immunisation programme is working.
• The measles outbreak in Wales in 2013 highlighted the fact that
many parents had chosen not to let their children have the MMR
vaccination, it also showed how the disease can turn into an
epidemic if not contained. The Welsh authorities put a new
emergency immunisation plan in place in order to ensure that all
children were vaccinated against the illness.
• A child with a notifiable disease should not attend at a setting until
they are advised that it is safe to return.
diseases, injury and fatality D4
Identify notifiable diseases

Independent research activity
Time: 15 mins
Research the notifiable diseases and the advice on how long a
child should be excluded from a setting.
• Find out which diseases are notifiable.
• Revise the signs and symptoms of the most common ones.
• Note the incubation period for each one (how long it takes for
the disease to show).
diseases, injury and fatality D4, D5

• It is normally the job of the doctor who has diagnosed the disease to
report it to the ‘Proper Officer’ at the Local Authority. This is usually a
consultant from the Health Protection Unit (HPU). The HPU can then take
action to limit the spread of the disease.
• Head teachers and managers are also asked to contact the HPU to report
any unusual or serious illnesses, in both pupils and staff, that they may
need advice on.
• On being informed of a notifiable disease, it is normal for the HPU to
contact the setting to gain more information and to provide advice and
guidance.
• To aid in reporting to the HPU, settings should keep a sickness register. If
head teachers/managers suspect that an outbreak is occurring in their
setting, they should telephone the HPU immediately.
The process for reporting notifiable diseases

Pairs activity
Time: 15 mins
Using your research about notifiable diseases, design an
information poster for parents to be put on display in your
setting.
Your poster should explain:
• Why some diseases are notifiable
• The importance of recognising signs and symptoms, and being
aware of the incubation and exclusion periods.

Group activity
Time: 15 mins
1. A girl in your setting came in two days ago with ringworm. According
to NHS advice, she does not need to be excluded from the setting.
Today, two more children came into the setting with ringworm.
• What action should you take?
2. You have two children in your setting who have conjunctivitis. The
Health Protection Agency states that children do not need to stay
away from school.
• What advice would you give to parents and to the practitioners in
your setting?
diseases, injury and fatality D4,D5

• If there was an accident in the setting and a child suffered a
serious injury as a result, then Ofsted would need to be
informed.
• The Health and safety Executive (HSE) would also need to be
informed of any serious accidents within the setting.
• Ofsted HSE, and the Police would also need to be informed of
any accident within the setting or on an off-site trip that
caused a fatality.
The process for reporting injury and fatality

Extension activity
Time: 15 mins
Using the Ofsted and HSE factsheets, create a checklist of
reasons for notifying them of any diseases, injuries or fatalities
within the setting.
Include:
• How to notify them
• When to notify them
• Reasons for notifying them
• Any follow-up requirements.

1. Research further into your setting’s policy on infectious
illnesses.

To achieve C3 you are required to produce an information leaflet to give to parents to
describe the signs of ill health in children and give examples of when medical
intervention is necessary the description must show:
• accurate awareness of the general signs and symptoms of illness in babies and
children
• Knowledge of when to seek medical intervention.
To achieve D4 you are required to produce an information poster to Identify accurately
a range of diseases which must be notified to authorities in line with current
requirements.
To achieve D5 you are required to add to your information poster to give a description
of the processes for reporting notifiable diseases, injury and fatality:
• in line with setting policies and procedures
• to meet legal requirements and responsibilities.
Assignment Unit 4

Starter activity
Time: 15 mins
• List all the vaccinations that you have had.
• List any contagious diseases that you have had.
LO5 Understand childhood immunisation

LO5 Understand childhood immunisation.
• Explain reasons for immunisation. C1
• Identify the immunisation schedule C1
• Discuss reasons why some children are not immunised C2

• Immunising children provides resistance to specific diseases.
• Immunisation consists of a vaccination which contains a small part
of the disease. The introduction of this to the body stimulates the
immune system to produce antibodies to resist the specific disease.
• The more children who are immunised, the more of them will be
protected and, ultimately, the disease may be eradicated.
• Smallpox vaccinations were stopped in 1979 when every country
had eliminated it.
• It is hoped that polio will soon be eradicated – it is currently only
active in three countries.
LO5 Understand childhood immunisation C1
Reasons for immunisation

• Some diseases are still prevalent in different parts of the world.
Although they may be on the decline or eradicated in one country,
global travel now means that they could easily be reintroduced.
• Where coverage of the pertussis (whooping cough) vaccination was
reduced, rates of the disease rose.
• Measles is still active, so reduction in the rate of immunisation
could lead to an epidemic, as happened in Wales in 2013.
• Without vaccination, immunity to such diseases as polio could
decline, which could also lead to an epidemic.
Implications of not immunising a child

• Between the ages of 0–12 months babies receive the 5-in-1 vaccine
against the following:
Diptheria, tetanus, whooping cough (pertussis) polio and Hib. Hib is
a bacterial infection which can cause meningitis, pneumonia,
pericarditis, epiglottitis, septic arthritis and cellulitis.
They also receive the pneumococcal, rotavirus and meningitis C
vaccines.
• Between 12–13 months children receive the MMR vaccine – which
covers measles, mumps and rubella. They also receive booster
shots of previous immunisations.
• Between 2–3 years children receive a flu vaccination.
• Between 12–13 years girls receive the HPV vaccine which protects
against cervical cancer.
The immunisation schedule

• Some parents are concerned about the side effects that
children may suffer after a vaccination.
• Many parents chose not to give their child the MMR vaccine
(measles, mumps and rubella) when there was a suggestion
that it was linked to autism.
• Some children are not vaccinated because of medical issues,
while for other children vaccinations may not work.
Reasons why some children are not immunised

Time: 15 mins
• Find out about the immunisation schedule in more detail, to
complement the information on slide 6.
• Research arguments for and against immunisation in
preparation for a debate on the issue.
• www.nhs.uk/Conditions/vaccinations/Pages/vaccination-
schedule-age-checklist.aspx
• www.nhs.uk/conditions/vaccinations/Pages/childhood-
vaccination-schedule.aspx
LO5 Understand childhood immunisation C1,C3

https://www.youtube.com/watch?v=ze_Hlkz8dDs
https://www.youtube.com/watch?v=_fyJM24BiMU

Group activity
Time: 15 mins
Class debate
Motion: ‘All parents should immunise their children’
• Your tutor will assign you to a group.
• You are going to debate the motion above.
• One group will argue in favour of the motion.
• One group will argue against the motion.
• Use your research from the last activity to inform your
arguments.
LO5 Understand childhood immunisation C1, C2

Classroom discussion activity
Time: 20 mins
Prepare a presentation to give to a group of parents to explain the
importance of immunisation, especially the MMR inoculation.
Your presentation could include:
• posters
• leaflets
• PowerPoint presentation
• role play
• videos.
As a group, decide what arguments you want to use and how you want to
present them. Share the workload amongst pairs and allocate a task to each
pair.

Pairs activity
Time: 15 mins
• Work together to prepare your contribution to the
presentation.
• Use previous research, but also consider how to present your
arguments clearly and convincingly.
• Be prepared to give your presentation, as a class, to a group of
parents.
LO5 Understand childhood immunisation C1,C2

Reflection activity
Time: 15 mins
Consider the following scenario:
A parent contacts the setting to let you know that her daughter
has just been to the doctor and has been diagnosed with
measles. You had noticed that she seemed listless when she was
last in the setting (two days ago) and her forehead was hot. You
had told the parent this when she came to collect her daughter
and this prompted her to take her daughter to the doctor.
• What should you do now?

Extension activity
Time: 15 mins
• Which three countries are still working to eradicate polio?
• What are the implications of this?
• What may be the reasons for their not having succeeded so
far?

1. Children in your setting are due to have the MMR
vaccination. You have one child who has a fear of needles.
How would you reassure him and ensure that he is
vaccinated?
2. You have one child who has an allergic reaction after a
vaccination, she comes out in a rash that starts to spread and
cause irritation. What do you do?
3. A parent comes to you as she is worried about media reports
and the suggested links to Autism what advice will you give
to help her make an informed choice on whether she should
have her child immunised

To achieve C1 and C2 you are required to produce a
presentation to give to parents on the importance of
immunisation. Please include:
• the immunisation schedule
• give reasons why children are immunised
• give reasons why children are not immunised
Assignment Unit 4

Starter activity
LO6 Understand the role of the early years practitioner
when supporting children who are chronically ill A1
Time: 15 mins
Write down the definitions of the following words or terms:
• Chronically ill
• Acute illness
• Terminally ill
• Unwell.

LO 6: Understand the role of the early years practitioner when supporting children
who are chronically ill.
• 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
• safe working practice
• meeting the needs of the child
• support for self. A1
• Understand the role of the early years practitioner when supporting children who
are chronically ill. A2
LO 8: Understand the role of the early years practitioner in relation to health
promotion.
• Evaluate the role of the early years practitioner in relation to health promotion.
A1*

• It is important for a practitioner to know and have an understanding
of the illness of any child that they are working with. This is
especially important for a child with a chronic health condition.
• The practitioner needs to know the effects of the condition – will it
affect the child’s physical, social, cognitive and emotional needs?
Will it involve prolonged or regular absence from the setting?
• In order to successfully support the child, and their family, the
practitioner must gain the knowledge that they need.
Training and development needs

• When working with a child with a chronic health condition it is
likely that the practitioner will be working in partnership with
other professionals.
• It is important that the practitioner develops appropriate
relationships with them. That they share information, make
time to meet with them and respect their opinions and
advice.
• It is the responsibility of the practitioner to listen to and act
on advice that they are given.
Partnership working
LO6 Understand the role of the early years practitioner when supporting children
who are chronically ill A1

Time: 15 mins
• Identify some chronic health conditions that you may
encounter with children that you will work with throughout
your professional life.
• List all the professionals that you may come into contact with
and describe their role.
• Consider the advantages and disadvantages of partnership
working – complete the worksheet provided.

What is inclusive practice?
• Inclusive practice enables equal access to the curriculum for
all children, regardless of any illnesses or disabilities.
• All children should feel special, accepted and safe. It is
important that they are listened to.
• It is the practitioner’s responsibility to ensure that they
differentiate in order to meet children’s individual needs and
that they plan for and provide relevant resources to enable
children’s learning.
Inclusive practice and meeting the needs of the child

Group activity
Time: 15 mins
• Discuss the benefits for the child of an inclusive approach –
resources, support staff etc.
• Consider the benefits from the parents’ perspective.
• Consider the benefits for the other children in the setting.
• How do these benefits help the practitioner?
• What responsibilities will the practitioner have to the parents
and the other children, as well as to the child?
• How does inclusive practice of a chronically ill child meet the
needs of this child?

When supporting a child who has a chronic health condition, it
can be emotionally, mentally and physically draining.
You will need to ensure that you have support strategies in place.
• Other professionals that you can turn to for advice and
guidance.
• Colleagues who are willing to listen and support you.
• Access to training and courses.
• Specific support for handling and caring for the child.
• In extreme cases you may need to talk to a counsellor.
Safe working practice and support for self

Having a child is never easy, but if a family has a child who is
chronically ill they may:
• Feel guilt – always wondering whether it was it something
they did
• Feel anger – towards the illness or the medical system
• Be exhausted – their child may need 24 hour care
• Be emotionally drained – having to deal with multiple hospital
visits and receiving news of prognoses
• Be scared – worries about the future.
Potential effects of ill health of children on the family

Time: 15 mins
Research the support available for families of chronically ill
children and identify:
• Common stresses and worries
• Support agencies or organisations available.

• The practitioner has a professional responsibility to minimise
ill health in children.
• They should comply with relevant legislation and follow the
policies and procedures of the setting.
• They have a responsibility to meet the needs of the child and
should always be aware of the rights of the child.
• Practitioners have a responsibility to educate children,
provide a good role model and ensure that the environment is
clean and hygienic.
LO8 Understand the role of the early years practitioner in
relation to health promotion A1*
The role of the early years practitioner

Practitioners have a responsibility to:
• educate children, e.g. on how and when to wash their hands
• provide a good role model, ensuring that you wash your
hands after changing nappies, handling animals and before
preparing food
• ensure that the environment is clean and hygienic, always
dispose of waste promptly and appropriately, regularly
disinfect toilet areas
• record and report any cases of illness
• ensure that you are doing what you can to prevent cross-
infection
• liaise with parents.
The role of the early years practitioner

Pairs activity
Time: 15 mins
• Devise a daily checklist of good practice, including things that
a practitioner should do or look out for in order to promote
good health.
• Present your checklist as a poster to put up in the setting as a
reminder to practitioners.
• Ensure that it is eye-catching, colourful and attractive, as well
as informative.

Extension activity
Time: 15 mins
What can the practitioner do to promote health awareness?
• Plan an activity to promote health awareness – this could be
something to encourage teeth cleaning, awareness of sun
safety, or education about how to prevent the spreading of
germs.
• Your activity can be aimed at practitioners, parents or
children.

Reflection activity
Time: 15 mins
• Will the time of the year have an impact on infectious
diseases?
• Should settings with a free-flow policy revise this during the
cold, wet wintry months?
• Should the setting take any action during the warm summer
months?
Consider your answers to these questions – why have you
answered as you have?

1. Ask your supervisor if you can see any relevant policies –
infectious illnesses, administering medicines, health and
safety etc.
2. Highlight all the areas where the practitioner’s
responsibilities are clearly set out.
3. Ensure that you know what your responsibilities are.

A1 to achieve this criterion you are required in 700 words a detailed description of the responsibilities
of the early years practitioner when supporting a child who has a chronic health condition should
include:
Training and development needs
Partnership working
Inclusive practice
Support for self
A2 to achieve this criterion you are required in 700 words to analyse of the potential effects of ill health
of children on parents/carers and siblings by considering and summarising a range of family centred
issues.
A1 * to achieve this criterion you are required in 700 words an evaluation of the role of the early years
practitioner in relation to health promotion. You must include:
An understanding of the meaning of health promotion
Activities and experiences which may be within the role of the early years practitioner to promote
healthy lifestyles
Partnership working with parents/carers to promote health.
Assignment Unit 4

Starter activity
Time: 15 mins
You have a child in your setting who is showing signs of ill health.
They are uninterested in food and drink, and seem a bit listless.
• How can you encourage them to eat?
• What can you do to make drinking seem fun?
LO4 Understand care routines when a child is ill C4

LO4 Understand care routines when a child is ill.
• Explain 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. C4
• Describe procedures for:
• storage of medication
• administration of medication
• reporting and record keeping with regard to medication. C5
• Discuss policy and procedure in relation to the role of the early years
practitioner when a child becomes ill in an early years setting. B1

• Food and drink needs
When children are ill it is very important to ensure that they have plenty
to drink, to keep them hydrated. They should drink frequently, especially
drinks high in vitamin C.
Illness can reduce appetite, food can taste different, but it is important for
children to eat as they need the nutrients.
• Personal care needs
A child who is unwell will need to be kept warm, they will be reassured by
familiar routines. They will need to follow normal hygiene routines, but
also wash their hands regularly.
• Rest and sleep
Children will need to sleep in order to be given time to recover. However,
they may not want to go to bed, but prefer to sleep on a sofa. Their sleep
may be restless and they may need to feel you near.
Physical needs of a child who is ill

• Emotional well-being
Children who are unwell will need to feel safe, they will feel happier with
people they know and trust around them – parents/carers/key person.
They will need the reassurance that they are going to get better, they will
need someone to listen to their fears and worries.
• Dignity and respect
It is important for the practitioner to maintain the privacy and dignity of
children who are unwell. They should be aware of the child’s feelings and
respond appropriately.
• Observation and monitoring
It is important to observe children who are displaying signs of being
unwell, in order to see if their symptoms deteriorate. It will be important
to monitor the child’s temperature , any medication given and any
changes such as the onset of a rash.
Emotional care needs of a child who is unwell

Pairs activity
Time: 15 mins
1. Consider the emotional care needs of children who are unwell.
• How can practitioners meet children’s emotional well-being needs?
• What might the practitioner need to do?
• List three methods that you might use.
2. Discuss what situations a practitioner might find themselves in when having to
maintain the privacy and dignity of children. For example, when carrying out
children's intimate personal care such as toileting, dressing, giving medication,
etc.
3. Explain how the practitioner should observe and monitor a child.
• List the actions that she should take.

• Storage of medicine
Medicines should be kept in their original container, clearly labelled with
the name of the child and the dosage. They should be locked securely
away, although such things as asthma inhalers should be easily accessible.
• Administration of medication
Ensure that you have read the setting’s appropriate policy and that you
know who is responsible for administering medicines. Parental consent
must be given and you should only give medicines provided by the
parents.
• Record keeping with regard to medication
Again, there should be a setting policy on the recording of medicines.
Settings should have a medication record book in which you should record
the time and the dosage that you gave the child.
Procedures to follow

Time: 15 mins
• Research the legislation on the storage of medicines and the
reporting of illnesses.
• Refer back to the notes that you made in Lesson 2 on the
reporting of notifiable diseases.
• Make notes and log your sources.

• When a child is taken ill at a setting the practitioner should firstly
assess the situation and inform their supervisor.
• The child should be monitored and, if necessary, made to feel
comfortable. They may want to lie down in a separate ‘quiet’ area –
most settings have a medical room which contains a bed. It is
helpful to have a cuddly toy to hand.
• It is important not to ‘fuss’ around the child too much as they may
start to enjoy the attention.
• The practitioner should also ensure that all the other children are
being adequately supervised.
• The child’s temperature could be taken. If there is no sign of
improvement, the child’s parents should be contacted.
Procedures to be followed when a child is taken ill in a setting
LO4 Understand care routines when a child is ill B1

Time: 15 mins
Consider the following scenario:
Georgie was fine when she was dropped off at the nursery first thing in
the morning. She started off playing and joining in the activities,
painting and playing outside. She is normally a chatty and lively child.
However, by mid-morning, she was observed rubbing her eyes and
yawning. She complained of feeling hot. She did not eat anything at
snack time. She went over to the ‘quiet’ corner and curled up on a
cushion. A practitioner noticed that she had fallen asleep.
• What would you do in this situation?
LO4 Understand care routines when a child is ill B1

Group activity
Time: 15 mins
You have been asked to review the policies
and procedures in your setting and
update them.
• Write a policy for the storage and
administration of medication.
• Design a leaflet to inform staff of the
procedure to be followed if a child falls
ill at the setting.
LO4 Understand care routines when a child is ill C5, B1

Reflection activity
Time: 15 mins
Reflect on your practice at placement.
• Have you ever had to comfort a child who was feeling unwell?
• How did you try to cheer them up? Were you successful?
• How would you improve your response next time?
• Do you know what the procedures are for a child who falls ill
while at your setting?

Extension activity
Time: 15 mins
Devise an activity that can help children to explain how they are
feeling – for example, the level of pain that they are feeling.
• How can you distract children and help them to forget the
pain?
• Consider what sort of activities you could do with a child.

1. Use a paper plate and design a plate of food to encourage a
child to eat.
2. Design a form to compete when observing a child who is
unwell – what would you need to record?

C4 to achieve this criterion you are required to produce an information leaflet to
explain the range of care needs of a child who is ill.
C5 to achieve this criterion you are required to review your settings policies to enable
you to describe the procedures for dealing with medication within the setting. You
must include:
Storage of medication
Administration of medication
Reporting and record keeping with regard to medication
B1 to achieve this criterion you need to discuss the policy and procedure in relation to
the role of the early years practitioner when a child becomes ill in the setting. You
must include:
Actions of the practitioner to meet the child’s needs
Reporting and record keeping procedures
Assignment Unit 4

Starter activity
Time: 15 mins
• Painting to music in silence
• How did you feel
• How might this make you feel if you where unwell?
LO7 Understand how to support children for hospital
admission B1

LO7 Understand how to support children for hospital admission.
• Describe how the early years practitioner supports a child to
prepare for a planned hospital stay. B2
• Discuss the role of play therapy in hospital in supporting
children’s recovery. B3

• A child who is to be admitted to hospital is likely to be anxious,
however if they are well prepared this should alleviate all their
concerns.
• There are many things that a practitioner can do to prepare a child
for their hospital stay.
• It is important in all cases that the practitioner liaises with the
parents and that they work together to support and prepare the
child.
• The practitioner should discuss with the parents the child’s
condition and what the hospital visit may involve. This will inform
the practitioner who can then plan appropriate activities.
admission B1
How the early years practitioner supports a child to prepare for a
stay in hospital

• A child who is to be admitted to hospital is likely to be anxious,
however if they are well prepared this should alleviate all their
concerns.
• There are many things that a practitioner can do to prepare a child
for their hospital stay.
• It is important in all cases that the practitioner liaises with the
parents and that they work together to support and prepare the
child.
• The practitioner should discuss with the parents the child’s
condition and what the hospital visit may involve. This will inform
the practitioner who can then plan appropriate activities.
http://www.nhs.uk/conditions/pregnancy-and-baby/pages/going-
to-hospital.aspx
admission B1
How the early years practitioner supports a child to prepare for a
stay in hospital

There are many activities that a practitioner can adapt to support children in
preparing for hospital.
• Arrange the role play area as a hospital so that all children can be
involved.
• Discuss the different roles that they can play – the different professionals
in a hospital.
• Provide opportunities for discussion, for example, circle time.
• Read relevant books.
• Use dolls or puppets to discuss issues (children are often able to verbalise
their worries through a doll when they cannot talk about themselves).
• Answer children’s questions honestly and sensitively, do not hide anything
from them.
Activities the practitioner can provide to prepare a child for a
hospital stay
admission B1

Pairs activity
Time: 15 mins
Plan an activity designed to support a child in preparing for a
hospital stay.
• Discuss the possible activities and decide what sort of activity you
would like to plan.
• You will need to decide what age child you are aiming your
activity at.
• You may find it helpful to write a little synopsis (a case study) of
the child to explain why you have chosen this particular activity.
• Use the activity planning sheet provided.
admission B1

Group activity
Time: 15 mins
Discuss the activities planned during the Pairs activity.
• Discuss the types of activities which are most suitable to
prepare children for a hospital stay.
• Consider how routine activities can be adapted.
• What might be the effects of inappropriate activities?
• Discuss the importance of the practitioner’s role in preparing
a child for a stay in hospital – what should they be doing?
admission B1

• Practice in caring for children in hospitals has changed
dramatically in the last 50 years.
• Hospitals have now recognised the importance of attachment
and that the child is likely to be less distressed if they have
their parents staying in hospital with them.
• Similarly hospitals have also acknowledged the therapeutic
value of play in aiding children’s recovery.
The importance of play
admission B3

Play is important to children’s development and it is equally
important to children who are ill. Play can:
• allow children to express their feelings and give the child
some sense of control
• help children to explore their feelings and come to terms with
their hospital experience
• give the child a sense of normality, that they are doing
something that they are familiar with.
http://www.playtherapy.org.uk/
The importance of play
admission B3

Time: 15 mins
Research the role of play and the play specialist in meeting the
individual needs of children and supporting the recovery of
those in hospital.
• Make notes on the importance of play for all children.
• Consider how play can meet the needs of children who are ill.
• How can play be therapeutic to those who are in hospital?
• Make notes on the role of the play specialist.
Which theorists are relevant that you could refer to?
admission B3

Importance of play in aiding recovery
admission B3
Evaluate the
importance of
play in meeting
the individual
needs of children
who are ill.
Distraction or an escape
from the
pain/operation/reality of
condition or even procedure. Children need to continue to learn through
play as this will help them in the transition
back to school/nursery- it can help them
continue in their path of development.
Play with familiar medical equipment
helps to mentally prepare children for
their procedures.
Provides them with a sense of normality e.g. play as
part of their regular routine. It enables them to explore,
take reasonable risks in active play - letting them do
something that gives them a sense of freedom.
Helps them cope with what is happening-
play allows them to express emotion, it is
therapeutic . It aides recovery.
The child might feel very distressed
about the restrictions their illness places
on the type of play they used to.

Time: 15 mins
Discuss each of the ‘bubbles’ on the previous slide.
• Try to think of an example to illustrate each one.
• Refer to practical experience where possible.
admission B3

Extension activity
Time: 15 mins
Using your research notes, write an explanation of the role of
the play specialist.
• What might life in hospital have been like before play
specialists?
• How do you think children felt before their parents were
allowed to stay in hospital with them?
• How can play meet the needs of children who are ill?
• Which theorists can you refer to and why?
admission B3

Reflection activity
Time: 15 mins
Research children’s books aimed at preparing children for a
hospital stay and the use of Persona dolls in supporting their
recovery.
• Choose a book and consider how you would use it.
• Ask if there are any Persona dolls at your setting – consider
how you would use them.
admission B2,
B3

1. Design a booklet for a child to prepare them for hospital.
2. Identify the age of the child.
3. Your booklet should have information and activities in it.
4. It should inform and reassure the child.
5. www.lhm.org.uk/Info/publications-dvds-21.aspx

To achieve B2 you are required to describe how an
early years practitioner supports a child to prepare for
a planned hospital stay which must include:
Emotional support
Preparation activities
Partnership working
To achieve B3 you are required to add a discussion of
the role of how play therapy is used within hospitals.
Assignment Unit 4

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