Assessors may observe:
• educators:
» engaging children in experiences, conversations and routines that promote relaxed and enjoyable mealtimes and promote healthy, balanced lifestyles (Early Years Learning Framework, p. 32; Framework for School Age Care, p. 31)
» using cooking experiences to further children’s understandings of healthy food and nutrition
» following the service’s procedures for the safe storage and heating of food and drink
» never using food to reward or punish children
» encouraging children to eat healthy food without requiring them to eat food they don’t like or to eat more than they need, including supporting children to recognise when they are hungry or ‘full’
» sitting with children and modelling, implementing and reinforcing healthy eating and nutrition practices with children during mealtimes
» consulting children about their routines and meal times
» responding to babies’ verbal and non-verbal cues about their preferred food preferences and meal times
• children:
» showing an awareness of healthy lifestyles and good nutrition
» being provided with food that is consistent with the:
• Australian Government guidelines Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood, and/or
• Australian Dietary Guidelines
» eating food that is consistent with advice provided by families about their child’s dietary requirements, likes, dislikes, and any other requirements families have regarding their child’s nutrition
» who have not eaten at the routine time or who are hungry being provided with food outside of routine meal and snack times
» being provided with food and drinks consistent with the menu
» having ready access to water and being regularly offered water throughout the day
» being involved in choosing and preparing healthy meals observe
birth to three
school age children
Healthy lifestyleElement 2.1.3
• adequate quantities of food available for children that are consistent with the Australian Dietary Guidelines, as well as sufficient food for children who may request more
• babies being fed individually by educators according to each child’s routine
• educators following the service’s procedures for the safe storage and heating of food and drink, including breast milk
• a supportive environment for mothers to breastfeed
• children being supported by educators to feed themselves.
Assessors may discuss:
• how the service:
» meets the needs of children with special dietary requirements
» consults with families and children to learn about children’s individual requirements for food, their likes and dislikes in relation to food and any culturally appropriate food requirements
» supports families’ choices regarding infant feeding, including breastfeeding and bottle feeding
» supports families who choose to breastfeed their child while they are at the service
• where food is brought from home, how the service encourages families to provide food that is consistent with the Australian Government guidelines (Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood, and/or Australian Dietary Guidelines), and is focused on developing respectful relationships and supporting families in their parenting role.
Assessors may sight:
• the service’s health and safety policy, including nutrition, food, drink and dietary requirements
• program planning including cooking experiences that promote healthy eating and knowledge of nutrition
• the service’s policy on dealing with medical conditions such as anaphylaxis and allergies
• written procedures for the safe storage and heating of food and drink
• resources for families and children on healthy eating and referrals to further information
• written menus (where the service is responsible for providing food) on display, detailing the food provided for children that are consistent with the:
» Australian Government guidelines Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood, and/or
» Australian Dietary Guidelines birth to three
birth to three
sight discuss
Healthy lifestyleElement 2.1.3
• if the menu is changed, notification is displayed for families so that they are informed of their children’s meals that day
• furniture and utensils that are age appropriate and encourage children to be positively involved in and enjoy mealtimes
• evidence that families are provided with daily information about their child’s intake and experiences with food and drink
• written procedures for the safe storage and heating of babies’ bottles and breast milk.
Physical activity Assessors may observe:
• educators:
» implementing physical games and activities as part of the program and encouraging each child’s participation
» encouraging and supporting children to participate in new or unfamiliar physical activities according to each child’s abilities and their level of comfort
» becoming involved and demonstrating enjoyment in children’s physical activity
» encouraging children to identify and manage risks in their play, including providing opportunities for children to problem-solve
• children:
» being encouraged and supported to use increasingly complex sensory motor skills and movement patterns that:
• combine gross and fine motor movement and balance
• increase their spatial awareness
• use their problem-solving skills (adapted from the Early Years Learning Framework, p. 32)
» having frequent opportunities to engage in active play
» showing enthusiasm for participating in physical play and negotiating play spaces to ensure the safety and wellbeing of themselves and others
» helping to plan and set up physical play activities and equipment
» initiating and leading physical play activities with peers
• children and educators talking about how their bodies work and the importance of physical activity to people’s health and wellbeing
• educators planning and implementing opportunities for children to engage in dance, creative movement and drama and to respond to traditional and contemporary music and storytelling
• indoor and outdoor areas that are organised in ways to promote safe physical play and activity for children of different age groups and capabilities
birth to three
observe
Healthy lifestyleElement 2.1.3
• provision of safe areas and encouragement for babies to practise rolling over, sitting, crawling, standing, walking and climbing
• support for children to develop co-ordinated movement through planned experiences, such as action songs, dancing and throwing and kicking balls.
Assessors may discuss how the service:
• maintains a balance between spontaneous and planned physical activity, and passive and active experiences, for all children
• manages risk while providing a stimulating learning and play environment for children
• considers children’s voices in planning physical activities, including opportunities for physical play that support the abilities, diversity and backgrounds of each child attending the service
• provides appropriate resources to support children’s interest and participation in physical activity.
Assessors may sight:
• how the planned program incorporates physical activity that meets each child’s capabilities and extends their development, including how it balances quiet/passive play times with more energetic outdoor play
• evidence that information about the importance of physical activity to children’s health and development is communicated to families.
birth to three discuss
sight
Exceeding guidance for Standard 2.1Health