UNIT 7: SKILLS FOR BABYSITTING IN THE HOME (LEVEL 1)
Learning outcomes
By completing this unit candidates will demonstrate knowledge, understanding and skills to help them when planning to babysit and carrying out responsibilities as a babysitter. They will
recognise the health and safety issues involved and the importance of having relevant information in order to communicate effectively when babysitting. Candidates will develop practical skills through designing and using a play activity to stimulate the child’s interest.
Assessment objectives Knowledge, understanding and skills 1 Identify the information
required to maintain effective communication when babysitting Types of babysitting: x own siblings x outside the home Babysitter’s checklist: x address
x telephone number x name of GP
x nearest hospital
x phone number where parents can be reached x time parents are expected home
x name and phone number of neighbours, other contacts x allergies or medical information
x child’s usual routine x emergency procedure x food and drink
Responsibility to own family:
x name of people for whom you will be babysitting x address where you are babysitting
x time to be expected home x how you intend to get home 2 Identify health and
safety issues when babysitting
Health and safety: x security systems x preparing food and drink x bathing Hazards: x kitchen x lounge x bedroom x stairs
Assessment objectives Knowledge, understanding and skills 2 Cont.
Identify health and safety issues when babysitting
Safety features: x stair gates x socket covers
x fire fighting equipment x door gates
x pond covers x supervision 3 Describe how to
organise bedtime routine to make sure the child feels secure
Preparation: communication about x routine x hygiene x bedtime clothing x drink Routine: x timing x bath time x play x drink x teeth
x read or tell story x settle the child 4 Make a plan to show
how to organise a two-hour babysitting session
Plan:
x initial getting to know x play activities x hygiene x drink x bedtime routine Organise: x sequence of activities
x for unexpected contingencies 5 Design a play activity
and use with a child, evaluating its
effectiveness
Play activity: x intellectual x social
Evaluate in terms of: x aims x objectives x ease of use x interest level x outcomes achieved x improvements
Assessment
This unit is centre-assessed and externally moderated.
In order to achieve this unit candidates must collate a portfolio of evidence showing that they can meet all the assessment objectives.
Portfolios of work must be produced independently. They will need to be made available, together with witness statements and any other supporting documentation, to the OCR Visiting Moderator when required.
Grading
Pass level
Candidates carry out the tasks to show they understand the information required by the parent/key carer of the person carrying out the babysitting. They organise information to produce a basic babysitter’s checklist and complete the information required by a babysitter when carrying out a babysitting role. This contains only brief information.
Candidates show a basic understanding of how to cope with health and safety issues when
babysitting, but demonstrate a limited understanding of key concepts. They include information for four hazards and four safety features that would help to reduce risks.
Information about bedtime routine is briefly described at a basic level. Information is accurate and reflects how to make sure that the child feels secure when being put to bed.
Candidates draw up a brief plan showing how the two-hour babysitting session will be organised. Outline timings are given for 15-minute intervals.
When carrying out the practical task, candidates demonstrate basic skills, with support. They design a simple play activity and use this with a child to maintain the child’s interest for five minutes. The play activity is appropriate for the child’s age. The evaluation of the practical tasks shows a limited level of analysis but covers all the requirements of Assessment Objective 5 in terms of evaluation.
Merit level
Candidates carry out the tasks to show they have a sound understanding of the information required by the parent/key carer of the person carrying out the babysitting. They produce a
detailed babysitter’s checklist and complete the information required by a babysitter when carrying out a babysitting role. This contains detailed information.
Candidates show a sound level of understanding of how to cope with health and safety issues when babysitting, making informed judgements about actions that should be taken. They give detailed information about four hazards and four safety features that would help to reduce risks, making connections between the hazards and safety features.
Information about bedtime routine is described in detail. Information is accurate and shows an appreciation of how to make sure that the child feels secure when being put to bed.
Candidates draw up a detailed plan showing how the two-hour session will be organised. Detailed timings are given.
When carrying out the practical task, candidates demonstrate competence in the skills used. They design a play activity that shows creativity and use this with a child to stimulate the child’s interest for 5-10 minutes. The play activity is appropriate for the child’s age. The evaluation of the
practical tasks shows the ability to reflect and make informed judgements. They cover all the requirements of Assessment Objective 5 in terms of evaluation.
Distinction level
Candidates organise information and carry out the tasks to show they have a high level of understanding of the information required by the parent/key carer of the person carrying out the babysitting. They produce a comprehensive babysitter’s checklist and complete in detail the information required by a babysitter when carrying out a babysitting role.
Candidates give a comprehensive account of how to cope with health and safety issues when babysitting. They give detailed information about four hazards and four safety features that would help to reduce risks. They make connections between the hazards and safety features and justify why safety features are used.
A comprehensive account about bedtime routine is given. Information is accurate and the candidate makes significant connections to actions that explain how to make sure that the child feels secure when being put to bed.
Candidates draw up a comprehensive and detailed plan showing how the two-hour session will be organised. Detailed timings are given.
When carrying out the practical task, candidates demonstrate competence and work
independently. They design a complex play activity that shows creativity and use this with a child to stimulate the child’s interest for 5-10 minutes. The play activity is appropriate for the child’s age. The evaluation of the practical tasks shows a high level of understanding. Candidates show the ability to reflect and analyse and to forward plan for improvements. They cover all the
requirements of Assessment Objective 5 in terms of evaluation.
Guidance on assessment and evidence requirements
Centres should generate their own assignments to cover the assessment objectives. OCR suggests that the following tasks would create sufficient evidence to meet the assessment objectives for this unit.
An investigation of how to carry out effectively babysitting for one child who is between the age of three and five years.
Design and use a play activity suitable for a child between the age of three and five years that could be used while babysitting.
x Identify the information required by the parents/key carer of the person who is babysitting. Why is this information needed?
x Draw up a babysitter’s checklist for one babysitting session and show how it should be completed.
x Produce information that could be used by babysitters to show them how to cope with health and safety issues when babysitting. Provide information on four hazards and four safety features.
x Produce information that could be used by babysitters to help them organise a bedtime routine so that a child will feel secure. Give reasons for the routine.
x Draw up a plan for a two-hour evening babysitting session for a child between three and five years of age.
x Design a play activity that could be used with a child while babysitting during the evening. The activity should take 5-10 minutes.
x Evaluate the effectiveness of the play activity.
Candidates may provide their responses in writing and/or through the use of video and assessor written records.
Candidates should carry out their activities and behave in a way that would be acceptable in a workplace situation.
An actual ‘babysitting’ session does not have to be carried out. The play activity should be suitable to use when babysitting.
The use of the play activity can be achieved through bringing children into the centre, or used when looking after a younger sibling, or through looking after a particular child in a playgroup situation, or through a ‘live’ babysitting session. If the latter is used however, all the requirements relating to current legislation and regulations must be applied.
If children are invited to the centre, internal policies relating to health and safety must be observed. It would also be required that candidates should be supervised by a qualified person, eg a teacher for whom police checks had been completed.
It is advised that having more than one candidate using a play activity with one child should be avoided. This is because assessment would be difficult if this were to become a group activity. More than one child and one prospective babysitter can be in the room with candidates at any one time, however. For example, five children and five candidates having a simultaneous assessment when using the play activity would be acceptable. Additional support may be required if this is the form of assessment used.
When babysitting, information relating to the babysitter’s own family is important for the safety of the babysitter. Should they fail to return, the family will know where to start looking for the person and whom to contact.
An example of important information for the babysitter to have within the checklist is:
Babysitter‛s checklist
1 Address of house --- 2 Phone number of house --- 3 Name of GP --- 4 Phone number of GP --- 5 Nearest hospital --- 6 Phone number where parents can be reached --- 7 etc
Health and safety issues should be those directly relevant to caring for children. For example, in the kitchen, saucepan handles should be facing towards the side and back of a cooker so that a child cannot reach up and tip the contents over themselves. Knives should be put away and should not be left where children can reach them. In the lounge, covers should be placed over sockets and there should be a guard in front of the fire. Children should be protected from falling on stairs by having a stair gate in place. In the garden, any ponds should be kept covered. It should always be remembered that wherever the location, children should not be left
unsupervised.
Candidates will need to be aware that when babysitting they should keep to the child’s normal routine wherever possible. This will help the child to feel secure. Finding out about the child’s bedtime routine should form part of the babysitter’s checklist.
When drawing up a plan for a two-hour baby sitting session, candidates should start with the time of arrival. This should be at least ten minutes prior to the parents leaving so that the child has time to accept the babysitter before the parents leave. It is likely that a basic plan will give timings for every 15 minutes but a plan at Distinction level will break this down in further detail. An example of a plan is given below:
Plan for Babysitting 5.50 pm Arrive, talk to parents and child 6.00 pm Read a short story to the child
6.10 pm Encourage child to show me some of their toys etc
Examples of a play activity could a game, a matching exercise, a follow the dots exercise, making music, cooking, making paper or cardboard animals, dolls etc. The activity can last longer than the 5-10 minutes allowed for the assessment.
Candidates could produce their investigation in the form of a ‘Guide to Babysitters’. Candidates can use illustrations or drawings to help convey information.
Assessors may find it helpful to arrange for a whole group visit to a care setting to help candidates collect information about activities that would be suitable for children within the three-five years age range. Alternatively, work experience could be used to gather primary information.
Issues around health and safety for candidates participating outside and within the centre environment should be acknowledged.
Signposting to Key Skills
The unit contains opportunities for developing the Key Skill, and possibly for generating portfolio evidence, if teaching and learning is focused on that aim.
Key Skill Key Skill Key Skill Key Skill Key Skill Key Skill C1.1 N1.1 ICT1.1 WO1.1 LP1.1 PS1.1
C1.2 N1.2a ICT1.2 WO1.2 LP1.2 PS1.2
C1.3 N1.2b ICT1.3 WO1.3 LP1.3 PS1.3
N1.2c N1.3
Mapping to National Occupational Standards
Occupational Standards Unit number Title Health and Care Level 2 HSC21 HSC22 HSC24 HSC25 HSC 232
Communicate with, and complete records for individuals Support the health and safety of yourself and individuals Ensure your own actions support the care, protection and well-being of individuals
Carry out and provide feedback on a specific plan of care activities
Relate to, and interact with individuals Children’s care and learning CCLD 201 CCLD 202
Contribute to positive relationships
Help to keep children safe
The following are suggestions of resources that could be useful when delivering the course. They are not prescriptive and are not considered to be essential for the course.
Books
Hobart,C & Frankel, J (2004) A Practical Guide to Child Observation
Hobart,C & Frankel, J (2004) A Practical Guide to Working with Young Children
3rd Edition Nelson Thornes
Hobart,C & Frankel, J (2003) Childminding a Guide to Good Practice Nelson Thornes
Meggit, C (2006) Child Development: An Illustrated Guide
Hodder and Stoughton Meggit, C & Bruce t. (2006) Child Care and Education
Hodder and Stoughton Smart Books (2002) Baby Sitting Smarts
High Interest Books
Organisations
As babysitting (simulated or real), involves children and young people the information given by the following organisations would be relevant:
x The Children’s Workforce Development Council – www.cwdcouncil.org.uk x Every Child Matters – www.ecm.gov.uk
Learners also need to be aware of: x The Children Act (2004)
x The Common Assessment Framework (2006) Web sites
www.careandhealth.com (Care and Health)
www.skillsforhealth.org.uk (Social Care Sector Skills Council)
www.cache.org.uk CACHE
www.bbc.co.uk/parenting/childcare www.cnnections-direct.com
www.playtherapy.org.uk www.childcarelink.gov.uk
1 Nat ional s i n Heal th and S o c ial Care CR LEVEL 1 N A T IO N A L S I N HE A L TH A N D SO CI A L C A R E SSE S S ME NT GR ID – U N IT 7 h e in fo rm at ion cont ained in each gr id is iden ti cal t o t h a t g iv en in t h e g ra de desc ript o rs in ea ch unit. The gr ids o ff e r an al te rnat iv e lay out o f t h o rm a ti on r e fe renced t o t he a ssess m ent ob je ct iv es th a t centr es m a y f ind u s e ful. ills for bab y s
itting in the home
O P a s s M e ri t D istinction Cand ida tes c a rr y o u t t he t a s k s to s how t h e y under s ta nd t he inf or m ation r equ ir ed b y th e par ent/k e y c a re r of the p e rs on c a rr y ing out the bab y s itt ing . T h e y or gan is e i n fo rm ation to pr oduc e a b a s ic ba b y s itter ’s c h ec k lis t and c o m p lete t he inf or m ation r e q u ir e d b y a bab y s itt er w h e n c a rr y ing out a b a b y s itt ing r o le . T h is c ontains onl y br ief inf or m ation. Cand ida tes c a rr y o u t t he t a s k s to s how t h e y h a v e a s oun d un der s tan di ng of th e i n fo rm ation r e qu ir ed b y t he par ent /k e y c a re r of the per s on c a rr y in g ou t the b a b y s itt ing . T h e y pr oduc e a deta iled bab y s itt er ’s c hec k lis t and c o m p lete th e i n fo rm ation requir e d b y a ba b y s itter when c a rr y ing o u t a bab y s itt ing r o le. T his c ontai ns deta iled inf or m ation. Cand ida tes or g anis e inf or m ation a nd c a rr y out tas k s to s how t h e y ha ve a h ig h l e v e l of under s ta n d ing of the inf or m ation requ ir ed b y the par ent/k e y c a re r of the p e rs on c a rr y ing out the bab y s itt ing . T h e y pr oduc e a c o m p rehens iv e bab y s itt er ’s c hec k lis t and c o m p lete i n d e ta il t h inf or m ation requ ir ed b y a ba b y s itt er w h e n c a rr out a ba b y s itti ng r o le. Cand ida tes s h o w a b a s ic un der s tan di ng of ho w t o c ope w it h h eal th and s a fe ty is s ues when bab y s it tin g, b u t d e m ons tr ate a lim ited under s ta n d ing of k e y c onc ep ts . T h e y inc lude inf or m ation f o r f our ha z a rd s and f our s a fe ty featur es that wou ld he lp t o r e d u c e r is k s . Cand ida tes s h o w a s o u nd le ve l of und er s tand in g of ho w to c o pe with he alt h a nd s a fe ty is s ues w h en bab y s itt ing , m a k ing inf or m ed j udgem ents abou t ac tions t hat s h ou ld b e tak en. T h e y g iv e de tai le d inf or m ation abo ut f our h a z ar ds an d f our s a fe ty featur es that wou ld he lp t o r e d u c e r is k s , m a k ing c onnec ti ons b e tw e en t he ha zar ds an d s a fe ty featur es . Cand ida tes g iv e a c o m p rehens iv e ac c oun t of ho c
ope with hea
lth an d s a fe ty is s ues w h e n b a b y T h e y gi ve det ai led inf or m ation a bou t f our ha zar and f our s a fe ty f eat ur es th at w o ul d h e lp to r e duc ri sks. T h e y m a k e connections be tw e en t he ha and s a fe ty f eatur es a nd j u s tif y wh y s a fe ty f eat ar e us ed. Inf or m ation a bou t be dtim e r out ines is br ief ly des c ribed at a bas ic le ve l. I n fo rm ation is ac c u rate an d ref lec ts ho w to m a k e s u re that the c h ild f eels s e c u re when be ing put to bed. Inf or m ation a bou t be dtim e r out ines is des c ribe d i n deta il. Inf or m ation is ac c u ra te a nd s h o w s an appr ec ia ti on of ho w to m a k e s u re that th e c h ild feels s e c u re w h e n b e in g p u t to be d. A c o m p rehens iv e ac c o u n t a bou t be dt im e r outines gi ven. Inf or m ation is ac c u ra te a nd t he c a n d idat m a k e s s ignif ic ant c o nnec ti ons t o ac ti ons t hat ex ho w t o m a k e s u re that t he c h ild f eels s e c u re when bei ng p u t t o be d. Cand ida tes dr a w up a br ief pla n s h o w in g h o w the t w o-hour bab y s it tin g s e s s io n w ill be or gan is ed. O u tl in e tim ings ar e gi ve n f o r 15-m inute int er va ls . Cand ida tes dr a w up a d e ta iled p la n s h o w in g ho w the t w o-hour s e s s ion wil l b e or g a n is ed. Deta iled tim ings ar e g iv en. Cand ida tes dr a w up a d e ta iled p la n s h o w in g ho the t w o-hour s e s s ion wil l b e or g a n is ed. Deta iled tim ings ar e g iv en.
1 Nat ional s i n Heal th and S o c ial Care W h en c a rr y
ing out the pr
ac tic a l tas k , c andi dates dem ons tr ate bas ic s k ills , with s uppor t. T h e y d e s ign a s im p le p la y ac ti v it y and us e th is w it h a c h ild to m a intai n th e c h ild ’s inter es t f o r 5 m inut es . T he pl a y ac ti vit y is appr o p ri at e f o r the c h ild’s ag e. T he ev alu ati o n of the pr ac tic a l t a s k s s how s a l im ited l e v e l of ana ly s is but c o ver s a ll the r e qu ir em ents of As s e s s m ent O b je c tive 5 in t e rm s of eval uat ion. W h en c a rr y
ing out the pr
ac tic a l tas k , c andi dat es dem ons tr ate c o m petenc e in the s k ills us ed. T h e y des ig n a pla y ac ti vit y t hat s h o w s c reati v it y an d us e this with a c h ild t o s tim ulate the c h ild’s int er es t f o r 5-10 m inutes . T he p la y ac ti v it y is appr o p ri at e f o r the c h ild ’s ag e. T he e v a lu a ti on of th e pr ac ti c a l tas k s s how s t he a b ilit y t o r e fl ec t a nd m a k e inf or m ed j udgem ents . T hey c o ver a ll the requir em ents of As s e s s m ent O b je c tiv e 5 in t e rm s of eva luat io n. W h en c a rr y
ing out the pr
ac tic a l tas k , c andi dat dem ons tr ate c o m petenc e an d w o rk inde pe nde T h e y des ign a c o m p lex play ac ti vit y t hat s h o c reativ it y a nd us e th is w it h a c h ild to s tim ulate t c h ild ’s i n ter es t f o r 5-10 m inutes . T he pl a y ac appr o p ri at e f o r the c h ild’s ag e. T he ev alu ati pr ac tic al tas k s s how s a h igh l e v e l of under s ta Cand ida tes s h o w the ab ilit y to r e fl ec t an d an and t o f o rw ar d p lan f o r im pr ovem ents . T h e y all the r equ ir em ents of As s e s s m ent O b je c tive ter m s of evalu ati on.
