The importance of safe physical care routines for children

Pwysigrwydd a chefnogaeth ar gyfer arferion gofal corfforol diogel i blant

Toddler brushing their teeth

Practitioners must understand the importance of safe physical care routines for babies and toddlers and how they can be supported. Physical care routines are an important part of the day for babies and toddlers. Providing children with personal care in a way which shows dignity and respect is an important aspect of good quality care. Toddlers will need support and guidance to learn to take more responsibility for their personal care and this will often depend on their age and individual needs.

Physical care routines include the following:

  • going to the toilet
  • hand washing
  • oral care
  • skin care (including the skin around the nappy)
  • opportunities for rest, quiet time or sleep
  • appropriate provision for exposure to sunlight and low temperatures.

Some 3 year olds will continue to need practitioners' help with this. Although some needs are common to all children, the way in which these needs are met will have to be adapted due to the following:

  • some toddlers will be willing to try a variety of foods whilst others will be fussy with food
  • some toddlers will need to sleep during the day whilst others will be comfortable and will go through the day without sleep
  • some children will have developed to go to the toilet confidently whilst others will still be in the process of toilet training.

Whatever their needs, close attention should be given to each child and flexibility is required. They will experience periods of regular change regarding feeding, sleeping, starting to use the toilet and starting to develop independence skills. Each child has the right to be respected and this must be considered when meeting their needs.

They should be given as much privacy as possible, depending on the age and the needs of the individual. For example, a 3 year old child should be able to shut the toilet door, with the practitioners staying nearby to offer support if required.

The parent/carer will be mainly responsible for meeting the physical needs of their baby/toddler and practitioners have a specific role to play to ensure continuity to this care within settings.

In early years' settings the Foundation Phase framework will provide guidance on children's developmental needs. In the 'Personal and Social Development, Well-being and Cultural Diversity' area of learning, children will be encouraged to develop independently. Children will need to be aware of the importance of personal hygiene, taking more responsibility for their own actions.

Practitioners will need to work in a way which makes the children aware of their personal beliefs, their moral values and encourages them to develop self-esteem. Children will learn that families may have different beliefs and that they need to respect and value children from different backgrounds.

Using the toilet

The practitioner has a responsibility to work in a way which helps children use the toilet. Not all 3 year olds will have mastered this skill. Some will have accidents and the practitioner should avoid comparing children. Children should be encouraged by offering constant praise and ensuring that their parent/carer is informed of positive actions. Children will notice others going to the toilet unaided and will wish to emulate this. Children should be respected as they develop this skill.

Hand washing

The practitioner has a responsibility to work in a way which helps children wash their hands. Hand washing is a skill which children must learn, and they need to follow specific steps. The youngest children need to be supervised so that they become accustomed to washing their hands before/after certain activities, such as after going to the toilet, after playing in the sand, and before eating. Children need to adopt the routine of washing their hands regularly. In order to remind children, it is good practice to display posters in the toilets identifying the steps to follow and if the child is not sure the pictures will remind them. Therefore, the practitioner will not have to remind the child, and this will develop independence. Sometimes the youngest children will need help to dry their hands. Wet hands may cause the skin to become sore.

Oral care

The practitioner has a responsibility to work in a way which helps children care for the mouth. Most children will have a full set of baby teeth by the time they are 3 years old. From this point facial bones and jaw bones will grow and develop creating space between the baby teeth for permanent teeth. In order to care for the mouth and ensure that there is no spread of infection, children must adopt the routine of brushing their teeth. If children have been using a toothbrush since they were babies they will understand what it is for. If the parent/carer does this at home, it will be easier for the practitioner to introduce 'Designed to Smile'. This scheme gives children the opportunity to brush their teeth together in a relaxed atmosphere, under the supervision of the practitioner. It is important that the adult supervises the children whilst they brush their teeth in order to avoid bad habits. It is not always possible to brush teeth after meals, but it is important to encourage this after the last meal of the day. It is good practice to offer children opportunities to watch adults and other children brushing their teeth. Eating a healthy diet prevents tooth decay. Visiting the dentist regularly will also contribute to teeth hygiene and will help to prevent the spread of infection.

It is good practice for every child to use a plastic cup as soon as possible in order to promote good health and independence. Lunchtime provides an opportunity for children to pour their own drink into a plastic cup and everyone should have an opportunity to do this, even children who bring their own packed lunch to the setting. These opportunities allow children to learn together, by observing and copying their peers.

Skin care

A practitioner will need to work in a way that helps children look after their skin. Children are very susceptible to infection and so careful attention needs to be paid to the skin, ensuring high standards of hygiene. Toddlers will need a bath daily as they are now moving around more, exploring the environment and getting dirty whilst doing so.

They will also participate in active play and activities which cause the body to sweat. Bath time can be fun, with the toddler being able to play whilst keeping themselves clean. Children should not be left unattended in a shower or bath. There is a risk of drowning when playing in water. Children's skin will need to be monitored regularly, especially if the child suffers from eczema as painful sores may appear.

Opportunities for rest, quiet time or sleep

A practitioner will need to work in a way that gives children opportunities to rest, to have some quiet time or to sleep. The needs of babies/toddlers vary in terms of their sleeping patterns. This will depend on their age and how lively they are as well as their personal need. Practitioners need to meet these needs as sleep allows the body to rest and to recover physically and mentally.

As they grow, some toddlers like to have periods of rest during the day whilst others are fine without periods of rest. The practitioner needs to allow periods of rest by offering less energetic activities e.g. reading a book or doing a jigsaw.

Safe places must be prepared within the setting for toddlers/children to rest and sleep as required.

Appropriate provision for exposure to sunlight and low temperatures

The practitioner has a responsibility to work in a way which protects children from the sun and low temperatures. Children need to experience being out in different kinds of weather. The practitioner needs to protect children from the weather and its potentially serious effect on their skin. The sun can cause skin cancer; therefore, skin should be protected with sun cream. Children can be encouraged to apply their own cream, but they will need to be supervised when doing so. Practitioners must ensure that they have permission from parents/carers if required to apply sun cream to their children. It is good practice to avoid going out in the sun when it is particularly hot.

Being out for too long in low temperatures can cause frostbite and it is important that the child wears warm clothes.

Practitioners are required to work in a way which supports care routines within the setting in accordance with their role and responsibilities. Physical care routines must be based on the individual needs of the child and it is essential to discuss the child's daily routine with their parents/carers. Considering home routines will enable the practitioner to maintain consistency between the home and the setting. It is good practice to inform parents/carers of any changes to the child's care routines within the setting. This will lead to successful collaboration between the setting and the home. Consideration must be given to other backgrounds and cultures when setting and planning physical care routines. For example, care must be taken with the braided hair of an Afro-Caribbean child and consideration must be given to the fact that children from Muslim families need to wash under running water and take a shower instead of a bath.

Further reading:

https://www.designedtosmile.org/info/toothbrushing/

https://bit.ly/2l3TDMo

https://www.nhs.uk/conditions/pregnancy-and-baby/

https://www.nhs.uk/live-well/sleep-and-tiredness/how-much-sleep-do-kids-need/

http://www.nptfamily.com/media/7420/hspss-criteria.pdf

Rhaid i ymarferwyr ddeall pwysigrwydd arferion gofal corfforol diogel i blant a sut y gellir eu cefnogi. Mae arferion gofal corfforol yn rhan bwysig o'r dydd i blant. Oherwydd hyn mae cefnogi gofal personol plant mewn ffordd sy’n dangos urddas a pharch yn rhan bwysig o ofal sydd o ansawdd da. Bydd angen cymorth ac arweiniad er mwyn i blant ddysgu sut i gymryd mwy o gyfrifoldeb am eu gofal personol. Bydd hyn yn aml yn dibynnu ar oed ac anghenion unigol y plant.

Mae arferion gofal corfforol yn cynnwys y canlynol:

  • defnyddio’r toiled
  • golchi dwylo
  • gofal y geg
  • gofal y croen
  • cyfleoedd i orffwys a chael amser tawel
  • darpariaeth briodol ar gyfer heulwen a thywydd oer.

Bydd rhai plant 3 oed yn parhau i fod angen cefnogaeth ymarferwyr gyda hyn. Er bod anghenion plant yn gyffredin rhaid i ymarferwyr addasu i gwrdd ag anghenion unigolion oherwydd:

  • bydd rhai plant yn fodlon treialu amrywiaeth o fwydydd gwahanol
  • bydd rhai plant yn fwy dewisol ynglŷn â bwyd
  • bydd rhai plant angen cyfleoedd i orffwys yn rheolaidd yn ystod y dydd
  • bydd rhai plant yn gysurus am gyfnodau hirach heb orffwys
  • erbyn tair oed bydd rhai plant wedi datblygu i ddefnyddio’r toiled yn hyderus
  • bydd eraill yn dal yn y broses o ddysgu sut i ddefnyddio’r toiled.

Mae angen bod yn hyblyg gan fod y plant mewn cyfnod o newid cyson o ran bwydo, gorffwys, defnyddio’r toiled a datblygu sgiliau annibyniaeth. Dylid parchu hawliau pob plentyn wrth gwrdd â’u hanghenion.

Mae angen rhoi cymaint â phosib o breifatrwydd i blant ac mae hyn yn ddibynnol ar oedran ac anghenion yr unigolyn. Dylai plentyn 3 oed fedru cau drws y toiled, gyda’r ymarferwr yn aros yn agos i gynnig cymorth os bydd angen.

Y rhiant/gofalwr fydd â’r cyfrifoldeb pennaf o ran gofal corfforol y plentyn a dylai’r ymarferwr sicrhau bod y gofal yna’n parhau yn y lleoliad.

Mewn lleoliadau blynyddoedd cynnar bydd fframwaith y Cyfnod Sylfaen yn cynnig arweiniad o ran anghenion datblygiad plant. Yn y maes dysgu ‘Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol’, bydd plant yn cael eu hannog i ddatblygu’n annibynnol. Bydd angen i blant fod yn ymwybodol o bwysigrwydd hylendid personol gan gymryd mwy o gyfrifoldeb dros eu gweithredoedd eu hunain.

Bydd angen i’r ymarferwr weithio mewn ffordd sy’n tynnu sylw’r plant at eu credoau personol, eu gwerthoedd moesol a’u hannog i ddatblygu eu hunan-barch. Bydd plant yn dysgu bod arferion yn medru gwahaniaethu o fewn teuluoedd a bod angen iddynt barchu a gwerthfawrogi plant o gefndiroedd gwahanol.

Defnyddio’r toiled

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n cefnogi plant i ddefnyddio’r toiled. Ni fydd pob plentyn tair oed wedi meistroli’r sgil yma. Bydd rhai yn cael damweiniau ac mae'n bwysig nad yw’r ymarferwr yn cymharu plant â’i gilydd. Dylid annog plant drwy gynnig canmoliaeth yn gyson a gwneud yn siŵr bod eu rhiant/gofalwr yn cael gwybod am weithredoedd positif. Bydd plant yn sylwi ar eraill yn mynd i’r toiled heb gymorth ac am wneud hynny hefyd. Dylid parchu plant wrth iddynt fynd drwy’r broses o fabwysiadu’r sgil yma.

Golchi dwylo

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n cefnogi plant i olchi eu dwylo. Mae golchi dwylo yn sgil sydd angen i blant ddysgu ac mae angen sicrhau eu bod yn dilyn camau penodol. Mae angen goruchwylio’r plant lleiaf fel eu bod yn dod i arfer â golchi eu dwylo cyn neu ar ôl rhai gweithredoedd megis ar ôl bod yn y toiled, ar ôl chwarae yn y tywod, a chyn bwyta bwyd. Mae angen i blant fabwysiadu’r arfer o olchi eu dwylo yn rheolaidd. Er mwyn atgoffa’r plant mae’n arfer da i osod posteri yn y toiledau sy’n nodi’r camau i’w dilyn ac os nad yw’r plentyn yn siŵr bydd y lluniau yn eu hatgoffa. Ni fydd yr ymarferydd felly yn gorfod goruchwylio’r plentyn a bydd hyn yn datblygu annibyniaeth. Weithiau bydd angen cymorth ar y plant lleiaf i sychu eu dwylo. Gall dwylo gwlyb achosi i'r croen fynd yn ddolurus.

Gofal y geg

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n cefnogi plant i ofalu ar ôl y geg. Bydd y mwyafrif o blant yn berchen ar set lawn o ddannedd baban erbyn tair blwydd oed. O hyn ymlaen bydd esgyrn y wyneb a’r ên yn tyfu a datblygu gan wneud lle rhwng y dannedd baban ar gyfer y dannedd parhaol. Er mwyn gofalu ar ôl y geg a sicrhau nad oes heintiau yn lledu mae angen mabwysiadu’r arfer o lanhau dannedd. Os yw’r plentyn wedi arfer a defnyddio brws dannedd ers yn faban bydd erbyn hyn yn deall ei bwrpas. Os yw’r rhiant/gofalwr yn arfer y drefn hon yn y cartref mae’n gwneud rôl yr ymarferwr wrth gyflwyno’r ‘Cynllun Gwên’ yn haws. Mae’r cynllun hwn yn rhoi cyfle i blant frwsio’u dannedd gyda’i gilydd mewn awyrgylch hamddenol o dan oruchwyliaeth yr ymarferwr. Mae’n bwysig bod yr oedolyn yn goruchwylio plant wrth iddynt lanhau eu dannedd er mwyn osgoi arferion gwael. Nid yw bob amser yn bosib glanhau’r dannedd ar ôl prydau bwyd ond mae’n bwysig i annog hyn ar ôl pryd olaf y dydd. Mae’n arfer da i gynnig cyfleoedd i blant wylio’r oedolyn a phlant eraill yn golchi dannedd. Mae bwyta’n iach yn atal pydredd dannedd. Bydd ymweld â’r deintydd yn gyson hefyd yn cyfrannu at hylendid y dannedd ac yn gymorth i atal heintiau rhag lledaenu.

Mae’n arfer da bod pob plentyn yn defnyddio cwpan plastig cyn gynted â phosib er mwyn hyrwyddo iechyd da ac annibyniaeth. Mae cyfnod amser cinio yn rhoi cyfle i blant arllwys diod eu hunain i gwpan plastig ac awgrymir bod pawb yn cael cyfle i wneud hyn, hyd yn oed y plant sydd yn dod â phecyn bwyd eu hunain i’r lleoliad. Mae’r cyfleoedd yma yn caniatáu i blant ddysgu ymysg ei gilydd gan wylio a dynwared eu cyfoedion.

Gofal y croen

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n cefnogi plant i ofalu ar ôl y croen. Mae plant yn agored iawn i heintiau felly mae angen rhoi sylw manwl i’r croen gan sicrhau safon uchel o hylendid. Bydd plentyn angen cael bath bob dydd gan ei fod yn symud llawer wrth archwilio’r amgylchedd ac yn cael ei hun yn fudr. Hefyd bydd yn chwarae’n egnïol ac yn cymryd rhan mewn gweithgareddau ble bydd y corff yn chwysu. Gall amser bath fod yn amser llawn hwyl lle caiff y plentyn chwarae a dysgu wrth gadw ei hun yn lân.

Ni ddylid gadael plant ar ben eu hunain mewn cawod neu fath. Mae perygl boddi wrth chwarae yn y dŵr.

Bydd angen cadw golwg ar groen plant yn gyson, yn enwedig os yw’r plentyn yn dioddef o ecsema gan fod brechau dolurus yn gallu ymddangos.

Cyfleoedd i orffwys a chael amser tawel

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n rhoi cyfleoedd i blant orffwys a chael amser tawel. Mae anghenion plant yn amrywio o ran patrymau gorffwys. Bydd hyn yn dibynnu ar eu hoed, pa mor fywiog ydynt yn ogystal â’u hanghenion personol. Mae angen i ymarferwyr fod yn ymwybodol o hyn gan fod cyfnodau o orffwys yn caniatáu i’r corff adfer yn gorfforol ac yn feddyliol. Bydd rhai plant bach yn hoffi cael cyfnod o orffwys yn ystod y dydd tra na fydd eraill angen y cyfnodau hyn. Bydd angen i’r ymarferwr ganiatáu i’r plant gael cyfnodau o orffwys trwy gynnig gweithgareddau llai egnïol megis, darllen llyfr neu wneud jig-so. Bydd angen paratoi llefydd diogel o fewn y lleoliad i blant gael gorffwys a chael amser tawel pan fydd angen.

Darpariaeth briodol ar gyfer dod i gysylltiad â’r haul a thymereddau isel

Mae gan yr ymarferydd gyfrifoldeb i weithio mewn ffordd sy’n amddiffyn plant rhag golau’r haul a thymereddau isel. Mae angen i blant brofi bod allan mewn gwahanol dywydd. Mae angen i’r ymarferwr ddiogelu plant rhag y tywydd a’r effaith ddifrifol y mae’n gallu cael ar eu croen. Gall yr haul achosi cancr y croen, felly mae angen diogelu’r croen drwy ei orchuddio ag eli haul. Gellir annog plant i roi eli ar eu croen eu hunain ond bydd angen eu goruchwylio wrth iddynt wneud hyn. Bydd rhaid i’r ymarferwr sicrhau eu bod yn derbyn caniatâd oddi wrth y rhieni/gofalwyr os ydynt am roi eli haul ar eu plant. Mae’n arfer da i osgoi mynd allan yn yr haul ar adegau pan fydd yn boeth ofnadwy.

Gall bod allan am gyfnodau rhy hir mewn tymereddau isel achosi ewinrhew (frostbite) ac mae’n bwysig bod y plentyn yn gwisgo dillad cynnes.

Mae angen i ymarferwyr gynnal arferion gofal da o fewn y lleoliad. Bydd arferion gofal corfforol yn cael eu seilio ar anghenion y plentyn unigol ac mae’n hanfodol trafod hyn gyda’r rhieni/gofalwyr. Bydd cymryd sylw o arferion y cartref yn galluogi ymarferwyr i gynnal cysondeb rhwng y cartref a’r lleoliad. Mae’n arfer da i hysbysu rhieni/ gofalwyr os oes unrhyw newid i arferion gofal y plentyn o fewn y lleoliad. Bydd hyn yn caniatáu cydweithio llwyddiannus rhwng y lleoliad a’r cartref. Rhaid ystyried cefndiroedd a diwylliannau eraill wrth gynllunio arferion gofal corfforol. Mae angen cymryd gofal gyda gwallt plentyn Affro-Caribïaidd sydd wedi’i blethu neu mae angen ystyried bod rhai plant o deuluoedd Mwslemaidd angen golchi o dan ddŵr sy’n rhedeg a chymryd cawod yn hytrach na bath.

Darllen pellach:

https://bit.ly/2Ycg181

https://bit.ly/2Z9BI9d

https://www.nhs.uk/conditions/pregnancy-and-baby/

https://www.nhs.uk/live-well/sleep-and-tiredness/how-much-sleep-do-kids-need/

https://bit.ly/2kltP2t

Factors and behaviours which can affect good physical care routines

Ffactorau sy’n gallu effeithio ar arferion gofal corfforol da

children washing with soap and sponges

Adopting good physical care practices has a positive impact on children, with a daily pattern and routine supporting healthy development and independence. Care practices will contribute to learning and equally important learning through play.

Practitioners and parents/carers who collaborate well can help the children to deal with challenges. Practitioners can also support parents/carers who are unsure about supporting their children to adopt good physical care practices.

If children do not undertake regular physical care practices it will be difficult for them to adapt when older. By continuing with good physical care practices throughout their lives they will be able to avoid some health conditions.

It is important for practitioners and parents/carers to act as good role models so that children emulate them. Many factors can affect good physical care practices and it is important for the practitioner to work to ensure that only best practice is adopted by the children.

Factors and behaviour which can affect good physical care practices:

  • not allowing enough time for the child
  • rushing a child
  • lack of communication
  • not recording each child's individual physical care practices
  • not monitoring each child's progress
  • lack of interaction between the practitioner and the child
  • lack of interaction between the setting and the parents/carers
  • bad role model within the home
  • parents/carers with low self-esteem
  • poverty
  • many children/adults living under the same roof
  • health needs and disabilities
  • lack of encouragement given to the child
  • not praising the child for their efforts
  • not praising positive outcomes
  • not informing parents/carers of positive outcomes
  • lack of dignity and respect
  • comparing children
  • not encouraging independence and doing things for the child regularly
  • unsafe environment
  • uncomfortable environment
  • no suitable provision such as a training step for the toilet or low-level step
  • bad role model within the setting
  • child refusing to interact
  • child lacking in confidence
  • child having a temper tantrum
  • not offering choices
  • impatient practitioner
  • developing bad practices e.g. not washing hands after using the toilet, not brushing teeth before going to bed
  • lack of consistency within the setting
  • no flexibility.

Mae mabwysiadu arferion gofal corfforol da yn cael effaith bositif ar blant, gyda threfn a phatrwm dyddiol yn gymorth i ddatblygu’n iach ac yn annibynnol. Bydd arferion gofal yn cyfrannu at ddysgu ac yr un mor bwysig â dysgu trwy chwarae.

Gall ymarferwyr a rhieni/gofalwyr sy’n cydweithio’n dda gynorthwyo’r plant i ymdopi â’r heriau. Gall ymarferwyr hefyd gynnig cefnogaeth i rieni/gofalwyr sydd yn ansicr ynglŷn â chefnogi eu plant i fabwysiadu arferion gofal corfforol da.

Os na fydd plant yn ymgymryd ag arferion gofal corfforol yn rheolaidd bydd yn anodd newid yr arfer pan yn hŷn. Wrth barhau gydag arferion gofal corfforol da gydol eu hoes bydd modd osgoi rhai cyflyrau iechyd.

Mae'n bwysig bod ymarferwyr a rhieni/gofalwyr yn modelu arfer da fel bod y plant yn mabwysiadu’r arferion hynny. Gall llawer o ffactorau effeithio ar arferion gofal corfforol da ac mae’n bwysig bod yr ymarferwr yn gweithio i sicrhau mai dim ond yr arferion gorau sy’n cael eu mabwysiadu gan y plant.

Ffactorau ac ymddygiad sy’n gallu effeithio ar arferion gofal corfforol da:

  • peidio caniatáu digon o amser i’r plentyn
  • rhuthro plentyn
  • diffyg cyfathrebu
  • peidio cofnodi arferion gofal corfforol unigol pob plentyn
  • peidio monitro cynnydd pob plentyn
  • diffyg rhyngweithiad rhwng yr ymarferwr â’r plentyn
  • diffyg rhyngweithiad rhwng y lleoliad â’r rhieni/gofalwyr
  • model rôl wael o fewn y cartref
  • rhieni/gofalwyr ag hunan-barch isel
  • tlodi
  • llawer o blant/oedolion yn byw yn yr un cartref
  • anghenion iechyd ac anableddau
  • dim anogaeth i’r plentyn
  • peidio canmol y plentyn am ei ymdrechion
  • peidio rhoi clod am ganlyniadau positif
  • peidio rhannu newyddion am ganlyniadau positif gyda rhieni/gofalwyr
  • diffyg urddas a pharch
  • cymharu plant
  • peidio annog annibyniaeth a gwneud pethau dros y plentyn yn rheolaidd
  • amgylchedd anniogel
  • amgylchedd anghysurus
  • dim darpariaeth addas megis sedd hyfforddi i’r toiled neu stepen isel
  • model rôl wael yn y lleoliad
  • plentyn yn gwrthod rhyngweithio
  • plentyn yn ddihyder
  • plentyn yn strancio
  • peidio cynnig dewisiadau
  • ymarferwr yn ddiamynedd
  • datblygu arferion gwael e.e. peidio golchi dwylo ar ôl defnyddio’r toiled, peidio brwsio dannedd cyn mynd i’r gwely
  • diffyg cysondeb o fewn y lleoliad
  • diffyg hyblygrwydd.

How to support toileting whilst maintaining children’s dignity and respect and expected ages at which children achieve primary continence

Sut i helpu plant i ddefnyddio'r toiled a’r oedrannau pan ddisgwylir i blant gyflawni ymataliaeth sylfaenol

Potty training a young child

Practitioners must identify and understand children's development stages considering that every child is unique and develops at a different pace. Respect and a great deal of patience should be shown when helping children use the toilet independently. Not all three year olds will have developed to use the toilet confidently and they cannot begin to use the toilet until they have developed to understand the need to use it. The brain needs to have developed to understand the message that the bladder or bowel is full. The child needs to be able to use language to tell the practitioner that they need to go to the toilet or express this through body language. Slightly older children will be confident and start developing to use the toilet independently. If they have not developed to do this by five years old there may be a reason for this. There may be developmental delay, a urinary infection or perhaps the child will refuse to learn. If the child refuses the parent/carer may be able to change this when taking them to choose and buy underwear.

Before the small child starts using the toilet at the setting, the practitioner needs to be aware of the routine in the home. They will need to discuss regularly with parents/carers in order to avoid misunderstanding and making the process more complex for the toddler. If the child is used to using pull up pants at home, the practitioner must be made aware of this so that they can continue to do so within the setting. The setting will need to know whether the child uses a training seat which is placed on the toilet. If the child uses a small step to lift themselves up to the toilet, a step will be useful in the setting too. All this will make the child feel very comfortable when learning to use the toilet in the setting. Wearing trousers with an elastic band makes it easy to pull them up and down. Boys should not wear dungarees and girls should not wear tights as there will not be enough time for the child to pull them down if they need to use the potty or toilet urgently. It is a good idea to keep spare clothes in the setting in case a child has an accident. Comparisons should not be made between children because everyone is different, and everyone learns and develops at their own pace.

Toilet training is much easier when the weather is nice. Children can just wear their underwear in the home and wear shorts when they are outside of the home at the setting or outside. Unfortunately, the weather isn't always nice, and children need to learn how to use the toilet in all kinds of weather! Learning needs to be fun and it is important that the practitioner never loses their temper or gets angry if the child does not reach the toilet in time. That would make the child anxious and lead to a refusal to use the toilet or feel under too much pressure to release the bladder.

The practitioner can offer positive comments if the child uses the toilet at the setting. It is important for the practitioner to share this with the parents/carers so that they too can praise the child. Seeing other children use the toilet will make every child want to do this so that they feel that they are 'growing up'.

Older children will have accidents sometimes. This may happen if the child is in the middle of doing something and has not noticed that they need to go to the toilet. The practitioner needs to keep an eye on the child and remind them from time to time. Sometimes, the child will not have reached the toilet in time. The practitioner needs to be sensitive providing support and encouragement when this happens. If a child has an accident, they will need to be changed in private out of the view of other children.

It is completely natural for a child to wet the bed at night even though they are dry during the day. They are still very young and may have only just begun to stay dry during the day. If an older child wets themselves at night the parent/carer can take them to the toilet in the middle of the night. This will save wetting the bed and will make the child feel much better about themselves.

Developing the skill of using the toilet is a big step for children in terms of acquiring independence skills. Some children will master the art sooner than others, but it is important that practitioners do not compare children and differentiate between them. Children will go through changes that will have a significant emotional effect on them. They will have to change from wearing snug pull up pants to wearing underwear which is much less bulky. They will have to make decisions about when they need to go to the toilet and will need to cope when they have accidents. However, they will develop in the same way as all children and seeing everybody else using the toilet will be a positive step. It is important to show respect to the child, letting them choose whether they want to close the toilet door or not. Practitioners will need to be in close proximity in case the child needs support when removing their underwear and putting their underwear back on. Practitioners can also show that they use the toilet by telling the child when they go to the toilet. As part of the process of going to the toilet, the child will need to learn how to wipe themselves correctly ensuring that girls wipe from the front to the back in order to prevent infection in the reproductive area. They will also need to learn about the importance of washing their hands after going to the toilet, in order to ensure good hygiene as faeces contain bacteria. Maintaining these practices from the outset will ensure that they continue as the child grows older.

Whichever way the child learns to use the toilet, they will need positive support from their parents/carers and practitioners. They may not have used nappies and pull up pants at all or have refused to use the potty and need to go to the toilet straight away. Whatever the child chooses, they must be supported to develop the practice successfully. Reinforcement can be offered by rewarding the child for using the toilet. A toy may be provided to engage the child when they are sitting on the toilet to ensure that they stay there long enough. Giving praise for passing water or faeces is a positive way of showing respect to the child. A sticker chart may also be used as an incentive to encourage this and to make it fun for the child. The reinforcement approach depends on the child's personality and how the parents/carers wish to use it. It is important that all staff within the setting are aware of every individual child's toilet training routine. This will ensure a smooth and successful process of learning. As a child matures they will need more privacy. They will not wish to say that they need to go to the toilet and the practitioner must respect this and allow the child to go when they wish.

The age when children develop to achieve primary continence varies and they will have developed to keep themselves dry during the day before the night. They may continue to have accidents as 3-7 year olds are busy and are sometimes so engrossed in what they are doing that they don’t have time to go to the toilet. If accidents rarely happen it should not be suggested that the child is incontinent.

  • By 1 years old the majority of babies will have stopped passing stools during the night.
  • By 2 years old some toddlers will be dry during the day, but this is very early.
  • By 3 years old 9 out of 10 children will be dry during the day.
  • By 4 years old you can be sure that the majority of children will be dry during the day.
  • By 5 years old many children will be dry during the night and maybe 1 in 5 will have an accident.

Further reading:

https://www.babycentre.co.uk/c5032/potty-training

https://www.nhs.uk/conditions/pregnancy-and-baby/potty-training-tips/

Mae’n rhaid i ymarferwyr adnabod a deall camau datblygiad plant gan ystyried y bydd pob plentyn yn unigryw ac yn datblygu ar wahanol raddfa. Mae angen dangos parch a llawer o amynedd wrth gefnogi plant i ddefnyddio’r toiled yn annibynnol. Ni fydd pob plentyn 3 oed wedi datblygu i ddefnyddio’r toiled yn hyderus. Mae angen bod yr ymennydd wedi datblygu i ddeall y neges bod y bledren neu’r perfedd yn llawn. Rhaid i’r plentyn fedru defnyddio iaith neu iaith corff i ddweud ei fod angen mynd i’r toiled. Bydd plant ychydig yn hŷn yn hyderus ac yn dechrau datblygu i ddefnyddio’r toiled yn annibynnol. Os na fyddant wedi datblygu’r arfer erbyn 5 oed efallai bod yna resymau dros hyn. Gall fod oediad o ran datblygiad, haint o’r wrin neu efallai bydd y plentyn yn gwrthod dysgu. Os yw’r plentyn yn gwrthod gall y rhiant/gofalwr efallai newid hyn wrth fynd ag ef/hi i ddewis a phrynu dillad isaf.

Cyn bod y plentyn bach yn dechrau defnyddio’r toiled yn y lleoliad, mae angen bod yn ymwybodol o’r drefn sy’n digwydd yn y cartref. Bydd angen trafod yn gyson gyda rhieni/ gofalwyr er mwyn osgoi camddealltwriaeth. Os yw’r plentyn yn gyfarwydd â defnyddio pants tynnu i fyny yna dylai hyn barhau yn y lleoliad. Mae angen gwybod a yw’r plentyn yn defnyddio sedd hyfforddiant (training seat) neu step fechan yn y cartref. Mae angen sicrhau bod y plentyn yn gwisgo dillad sydd yn gwneud y broses yn haws a bydd gwisgo trowsus gyda chanol elastig yn hawdd i’w tynnu i lawr ac i fyny yn hwyluso pethau. Mae’n syniad da i gadw dillad sbâr yn y lleoliad rhag ofn i’r plentyn gael damwain. Ni ddylid cymharu un plentyn gyda phlentyn arall gan fod pawb yn wahanol ac mae pawb yn dysgu a datblygu ar adegau gwahanol.

Mae’n llawer iawn haws dysgu sut i ddefnyddio’r toiled pan mae’r tywydd yn braf. Mae plant yn gallu gwisgo dillad isaf yn y tŷ a gwisgo siorts pan fydd i ffwrdd o’r cartref yn y lleoliad neu y tu allan. Yn anffodus, nid yw’r tywydd yn braf o hyd ac mae plant angen dysgu sut i ddefnyddio’r toiled ym mhob tywydd! Mae angen i’r dysgu fod yn hwyl ac mae’n bwysig nad yw’r ymarferydd yn colli tymer a mynd yn ddig os yw’r plentyn yn methu â chyrraedd y toiled mewn pryd. Byddai hynny’n gwneud y plentyn yn bryderus ac yn arwain at wrthod defnyddio’r toiled o gwbl neu deimlo dan ormod o bwysau i adael y bledren ryddhau’r wrin.

Gall yr ymarferydd gynnig sylwadau positif os bydd y plentyn yn defnyddio’r toiled yn y lleoliad. Mae’n bwysig bod yr ymarferwr yn rhannu hyn gyda’r rhieni/gofalwyr fel bod hwythau hefyd yn medru rhoi clod i’r plentyn. Bydd gweld plant eraill yn defnyddio’r toiled yn gwneud i bob plentyn eisiau gwneud hynny hefyd.

Bydd plentyn hŷn yn cael damweiniau weithiau. Gallai hyn ddigwydd os yw’r plentyn yng nghanol gwneud rhywbeth a ddim yn sylwi bod angen mynd i’r toiled. Mae angen i’r ymarferydd gadw llygad ar y plentyn a’i atgoffa o bryd i’w gilydd. Mae angen i’r ymarferydd fod yn sensitif gan gynnig anogaeth a chefnogaeth os bydd y plentyn yn cael damwain. Os bydd hyn yn digwydd yna bydd angen newid y plentyn mewn lle preifat fel na fydd plant eraill yn medru ei weld.

Mae’n hollol naturiol i blentyn wlychu’r gwely yn y nos er ei fod yn cadw’n sych yn ystod y dydd. Mae’n dal i fod yn ifanc iawn ac efallai ond wedi dechrau cadw’n sych yn ystod y dydd. Os yw plentyn hŷn yn gwlychu gyda’r nos gall y rhiant/gofalwr ei godi yng nghanol nos i fynd i’r toiled. Bydd hyn yn arbed gwlychu’r gwely ac yn gwneud i’r plentyn deimlo’n llawer gwell am ei hunan.

Mae datblygu’r sgil i ddefnyddio’r toiled yn gam mawr i blentyn ar gyfer meithrin sgiliau annibyniaeth. Bydd rhai plant yn meistroli’r arfer ynghynt na phlant eraill ond mae’n bwysig nad yw’r ymarferwr yn eu cymharu â gwahaniaethu rhyngddynt. Bydd plentyn yn mynd trwy lawer o newidiadau gan gynnwys newid o wisgo pants tynnu i fyny sydd wedi bod yn ffitio’n glud, i wisgo dillad isaf sydd yn llawer llai swmpus. Bydd yn gorfod gwneud penderfyniadau ynglŷn â phryd y mae angen mynd i’r toiled ac ymdopi pan fydd yn cael damweiniau. Bydd gweld pawb arall yn defnyddio’r toiled yn gam positif. Mae’n bwysig dangos parch i’r plentyn gan adael iddo ddewis os yw am gau drws y toiled ai peidio. Mae angen sefyll yn agos rhag ofn bydd angen cymorth wrth ddadwisgo a gwisgo ei ddillad isaf. Bydd angen i’r plentyn ddysgu sut mae sychu ei hun yn gywir. Mae hefyd angen dysgu am bwysigrwydd golchi dwylo ar ôl bod yn y toiled. Bydd cynnal yr arferion hyn o’r cychwyn cyntaf yn cadarnhau parhad wrth i’r plentyn dyfu’n hŷn.

Pa bynnag ffordd y mae’r plentyn yn dysgu defnyddio’r toiled, mae angen ei fod yn derbyn cefnogaeth bositif gan ei rieni/ gofalwyr a’r ymarferwyr. Efallai na fydd wedi defnyddio cewynnau a phants tynnu i fyny o gwbl neu wedi gwrthod defnyddio’r poti ac angen mynd i’r toiled yn syth. Beth bynnag fydd dewis y plentyn, rhaid ei gefnogi er mwyn meithrin yr arfer yn llwyddiannus. Gellir cynnig atgyfnerthiad drwy roi gwobr i’r plentyn am ddefnyddio’r toiled. Gellir cynnig tegan i ddiddori’r plentyn pan fydd yn eistedd ar y toiled er mwyn sicrhau ei fod yn aros yno am ddigon hir. Mae rhoi clod am basio dŵr neu garthion yn ffordd bositif i ddangos parch at y plentyn. Gellir hefyd defnyddio siart sticeri fel cymhelliad er mwyn annog y weithred hon a’i gwneud yn un hwylus a llawn sbri i’r plentyn. Mae’r atgyfnerthiad yn dibynnu’n union ar bersonoliaeth y plentyn a sut mae rhieni/ gofalwyr yn dymuno ei weithredu. Mae’n bwysig bod yr holl staff o fewn y lleoliad yn ymwybodol o’r drefn y mae pob plentyn unigol yn ei defnyddio ar gyfer dysgu defnyddio’r toiled. Bydd hyn yn arwain at broses o ddysgu hwylus a llwyddiannus. Wrth i blentyn aeddfedu bydd angen mwy o breifatrwydd. Ni fydd arno awydd dweud ei fod am fynd i’r toiled ac mae’n rhaid i’r ymarferwr barchu hyn a gadael i’r plentyn fynd pryd y mynno.

Mae’r oedran ble fydd plant yn datblygu i gyflawni ymataliaeth sylfaenol (primary continence) yn amrywio a byddant wedi datblygu i gadw eu hunain yn sych yn ystod y dydd cyn y nos. Byddant efallai yn dal i gael damweiniau gan fod plant rhwng 3 a 7 mlwydd oed yn brysur ac weithiau mor ynghlwm â’r hyn maent yn gwneud, fel nad oes amser i fynd i’r toiled. Os yw’r damweiniau yn brin ni ddylid awgrymu bod y plentyn yn anymataliol (incontinent).

  • Erbyn 1 oed bydd y mwyafrif o fabanod wedi stopio pasio carthion yn ystod y nos.
  • Erbyn 2 oed bydd rhai plant bach yn sych yn ystod y dydd, ond mae hyn yn gynnar iawn.
  • Erbyn 3 oed mae 9 allan o ddeg o blant yn sych yn ystod y dydd.
  • Erbyn 4 oed gallwch ddibynnu ar fwyafrif o blant i fod yn sych yn ystod y dydd.
  • Erbyn 5 oed bydd llawer o blant yn sych yn ystod y nos ac fe fydd 1 mewn 5 efallai yn cael damwain.

Darllen pellach:

https://www.babycentre.co.uk/c5032/potty-training

https://www.nhs.uk/conditions/pregnancy-and-baby/potty-training-tips/

The importance of relaxed and comfortable atmosphere whilst supporting safe physical care routines aiding children’s holistic learning, development and well-being

Pwysigrwydd awyrgylch tawel a chyfforddus i gefnogi arferion gofal corfforol sydd hefyd yn hybu dysgu, twf a datblygiad cyfannol

A child washing their hands

Physical care routines are integral to the daily life of children. It is important to support these routines by showing respect and dignity in a comfortable and relaxed environment. Children receive care in settings in groups and individually. Wherever they receive care, they will require loving interaction, motivation and physical care, within a calm environment. The practitioner should treat children in a warm and caring way. They also need to be prepared to support a child who finds it difficult to cope with physical care independently. Children need to be given the opportunity to talk in a comfortable environment.

Children will need to be comforted and given assurance during periods of change. One change will be using paper towels after becoming familiar with using a towel to wipe their hands at home. The child will also become accustomed to privacy when using the toilet at home. The practitioner must always be polite with the children and if the practitioner enjoys the relationship that they have formed with the children, they will then grow to trust the practitioner.

A comfortable and relaxed environment will encourage children to feel:

  • at home
  • safe
  • happy
  • content
  • confident
  • positive
  • emotionally secure
  • independent
  • excited
  • enthusiastic.

It will also make them feel that they are respected and valued and that they are part of the setting. It will be a positive step towards developing independence.

The practitioner must work in a way which creates a positive environment for children to develop physical care practices. Children will then feel at home and more confident in developing care practices successfully.

If the toddler is new to the setting, practitioners will need to establish the child’s needs immediately and discuss those needs with the parents/carers in order to become familiar with their routine. This will help them settle as soon as possible.

Not all 3 year olds will have developed to use the toilet with confidence. The child will need to be shown respect and dignity and the practitioner should not become angry if children wet themselves. The appropriate support needs to be offered according to the child's stage of development. Not all children like asking to go to the toilet therefore they need to be given the freedom to go whenever they want.

There should be facilities within the setting for children to rest and have peace and quiet. They will not be able to rest in a noisy environment that is unfamiliar to them. With younger children who still rely on a dummy, a dummy from home can help them to relax and rest. Not every child will need to rest for long periods. It is important for the practitioner to encourage every child to have some quiet time so that they have an opportunity to learn how to relax, have discussions, share stories and feelings and say what is on their mind. Singing songs about physical routines can also help, such as:

Wash, wash, wash your hands

over, under, in between

Wash, wash, wash your hands

now we are all clean.

The same format could be used for brushing teeth, combing the hair and washing the face.

With older children the practitioner can encourage them to write their own songs and explain the moves to the younger children. A song about hand washing can be written so that they learn and remember the routine more easily.

Good physical care practices must be modelled as this will allow children to incorporate them naturally within their daily routine.

Developing healthily will allow the child to feel good about themselves and good health contributes towards the child's holistic development. Younger children must be supervised when undertaking physical care practices. Physical care practices can be made enjoyable for children by including them as part of their play and their daily experiences. Children need to be included when undertaking care practices. Children will take pride in starting to learn how to undertake daily physical care practices, developing to become independent.

Children like to imitate the actions of adults and so it is vital that these habits are positive.

Physical care routines Modelling good practice Promoting learning, growth and development
Going to the toilet
  • allow the child to use the potty or the toilet
  • show respect by letting the child close the door
  • be at hand in case the child needs help to remove/pull up their underwear.
  • develop self-confidence
  • learn about dignity and respect
  • learn how to dress/undress
  • the colour of clothes
  • learn about the importance of hygiene
  • develop independence.
Hand washing

Encourage children to observe the following steps when washing their hands:

  1. Wet your hands with warm water.
  2. Use a liquid soap.
  3. Create a foam and rub the hands (20 seconds).
  4. Rinse (10 seconds).
  5. Dry your hands.
  6. Turn off the tap.

Remember to wash:

  • between your fingers, under your nails and the back of your hands
  • display the steps on the wall in the toilets
  • encourage children to wash their hands before food, after going to the toilet and after taking part in messy play, e.g. play with sand.
  • develop motor skills
  • support language development
  • interact with others
  • understand sequence and order
  • learn about the importance of hygiene
  • taking turns – they may have to wait a while if several other children are washing their hands.
Oral Care
  • encourage the use of a tooth brush
  • role play by brushing the doll’s teeth
  • role play – the dentist
  • visiting the dentist regularly
  • drink water between meals
  • offer a sugar free snack
  • use a plastic cup rather than a beaker
  • activities to raise awareness of oral care.
  • develop motor skills
  • make choices, e.g. choosing a toothbrush
  • develop a good attitude towards oral hygiene
  • grow healthily
  • develop confidence and self-esteem
  • develop independence.
Skin care
  • encourage the child to wash their face independently
  • encourage the child to look in the mirror whilst washing their face
  • sing songs
  • look for rashes or sores on the skin
  • encourage the toddler to wear clothes that are appropriate for the weather – a hat when it is sunny and warm clothes when it is cold.
  • develop motor skills
  • learn about sequence and order
  • develop confidence and self-esteem
  • promote a healthy lifestyle
  • good attitude towards hygiene
  • learn to name parts of the body.
Rest, quiet, time and sleep
  • offer books and jigsaw puzzles for toddles to have periods of rest
  • listen to music in quiet areas
  • quiet conversations
  • ensure suitable areas to sleep
  • ensure that sleeping area is warm
  • read the baby/toddler a story before they go to sleep
  • be patient as the baby develops their sleeping patterns
  • remain quiet, sometimes without communicating.
  • develop language skills
  • develop listening skills
  • learn that the body needs to relax and sleep
  • develop the ability to relax
  • develop an enjoyment of books and music
  • enjoy with friends.

Further reading:

https://www.designedtosmile.org/info/toothbrushing/

https://bit.ly/2l3TDMo

https://bit.ly/2lW6dSb

https://www.nhs.uk/conditions/pregnancy-and-baby/

https://www.nhs.uk/live-well/sleep-and-tiredness/how-much-sleep-do-kids-need/

https://www.nurseryworld.co.uk/digital_assets/409/029_All-about.pdf

https://bit.ly/2THBqW8

http://www.nptfamily.com/media/7420/hspss-criteria.pdf

Mae arferion gofal corfforol yn rhan annatod o fywyd dyddiol plant ac mae’n bwysig bod yr ymarferwr yn eu cefnogi drwy arddangos parch ac urddas a hynny mewn awyrgylch cyfforddus a digyffro. Gwelir fod plant yn derbyn gofal mewn lleoliadau grŵp ac yn unigol. Ble bynnag y byddant yn derbyn y gofal, bydd angen rhyngweithiad cariadus, symbyliad a gofal corfforol arnynt a hynny o fewn awyrgylch dawel. Dylai’r ymarferwr arddangos sgiliau i ymdrin â phlant yn gynnes ac yn ofalgar. Mae angen bod yn barod i roi cefnogaeth i blentyn sydd yn gweld hi’n anodd ymdopi ac arferion gofal corfforol yn annibynnol. Bydd angen rhoi cyfle i blentyn siarad mewn awyrgylch cyfforddus a digyffro.

Bydd angen cynnig cysur a sicrwydd i blant yn ystod y cyfnodau o newid. Un newid fydd defnyddio tywelion papur wedi iddynt fod yn gyfarwydd â sychu eu dwylo yn y cartref gyda thywel. Bydd y plentyn hefyd yn gyfarwydd â’r preifatrwydd y caiff wrth ddefnyddio’r toiled yn y cartref. Mae angen bod yn gwrtais gyda phlant bob amser ac os bydd yr ymarferwr yn mwynhau’r berthynas maent wedi sefydlu gyda’r plant byddant hwy yn dod i ymddiried yn yr ymarferwr.

Bydd awyrgylch tawel a chyfforddus yn annog plant i deimlo’n:

  • gysurus
  • diogel
  • hapus
  • bodlon
  • hyderus
  • positif
  • emosiynol ddiogel
  • annibynnol
  • cyffrous
  • brwdfrydig.

Bydd hefyd yn rhoi’r teimlad eu bod yn cael eu parchu a’u gwerthfawrogi a’u bod yn rhan o’r lleoliad. Bydd yn gam positif at ddatblygu annibyniaeth.

Rhaid i’r ymarferwr weithio mewn ffordd sy’n creu amgylchedd positif i blant feithrin arferion gofal corfforol. Bydd y plant wedyn yn teimlo’n gartrefol ac yn fwy hyderus i ddatblygu arferion gofal yn llwyddiannus.

Os yw’r plentyn yn newydd i’r lleoliad bydd angen i’r ymarferwr sefydlu anghenion y plentyn yn syth. Bydd angen trafod gyda rhieni/gofalwyr er mwyn dod i adnabod rwtin y plentyn fel y gall setlo cyn gynted â phosib.

Ni fydd pob plentyn 3 oed wedi datblygu i ddefnyddio’r toiled yn hyderus. Bydd angen dangos parch ac urddas i’r plentyn a rhaid i’r ymarferwr beidio mynd yn ddig os yw plentyn yn gwlychu ei hunan. Mae angen cynnig y cymorth priodol yn ôl cam datblygiad y plentyn. Nid yw pob plentyn yn hoffi dweud eu bod am fynd i’r toiled felly mae angen iddynt gael y rhyddid i fynd pryd y mynnant.

Dylai fod cyfleusterau o fewn y lleoliad i blant orffwys a chael amser tawel. Ni fyddant yn medru gorffwys mewn amgylchedd swnllyd sy’n anghyfarwydd iddynt. Gyda’r plant lleiaf sydd yn dal i ddibynnu ar gysurwr, gall cysurwr o adref eu helpu i ymlacio a gorffwys. Ni fydd pob plentyn angen cyfnodau hir i orffwys. Mae’n bwysig bod yr ymarferwr yn annog pob plentyn i gael amser tawel er mwyn cael cyfle i ddysgu ymlacio, trafod, rhannu storïau a theimladau a dweud beth sydd ar ei meddwl.

Gellir canu caneuon am arferion gofal corfforol:

Dyma’r ffordd i olchi dwylo,

golchi dwylo, golchi dwylo.

Dyma’r ffordd i olchi dwylo

yn gynnar yn y bore.

Gellir dilyn yr un fformat gyda brwsio dannedd, cribo’r gwallt a golchi’r wyneb.

Gyda phlant hŷn gall yr ymarferwr eu hannog i greu caneuon eu hunain ac esbonio’r camau a’r ystumiau i blant iau. Gellir creu cân sy’n cwmpasu camau golchi dwylo fel eu bod yn dysgu a chofio’r drefn yn haws.

Mae’n hanfodol modelu arferion gofal corfforol da gan y bydd hyn yn caniatáu i blant ymgorffori’r arferion yn naturiol o fewn eu trefn ddyddiol.

Bydd datblygu’n iach yn caniatáu i’r plentyn deimlo’n dda am ei hunan ac mae iechyd da yn cyfrannu tuag at ddatblygiad cyfannol y plentyn. Mae angen sicrhau bod plant iau yn cael eu goruchwylio wrth iddynt ymgymryd ag arferion gofal corfforol. Gellir gwneud arferion gofal corfforol yn rhai pleserus i blant wrth eu cynnwys yn eu chwarae a’u profiadau beunyddiol. Mae angen cynnwys y plant wrth ymgymryd ag arferion gofal. Bydd plant yn ymfalchïo wrth fynd drwy’r broses o ddechrau dysgu sut mae ymgymryd ag arferion gofal corfforol yn ddyddiol, gan ddatblygu i fod yn annibynnol.

Bydd plant yn hoffi dynwared gweithred yr oedolyn ac felly mae’n hanfodol eu bod yn arferion positif.

Arferion gofal corfforol Modelu Arfer da Hybu dysgu twf a datblygiad
Defnyddio’r toiled
  • caniatáu i’r plentyn ddefnyddio’r toiled yn annibynnol
  • dangos parch drwy adael i’r plentyn gau drws y toiled
  • bod yn agos rhag ofn bydd y plentyn angen cymorth wrth dynnu/ gwisgo dillad isaf.
  • datblygu hunanhyder
  • dysgu am urddas a pharch
  • dysgu gwisgo/ dadwisgo
  • lliwiau’r dillad
  • dysgu am bwysigrwydd hylendid
  • datblygu annibyniaeth.
Golchi dwylo

Hybu plant i gymryd sylw o’r camau golchi dwylo.

  1. Gwlychwch eich dwylo o dan ddŵr cynnes.
  2. Defnyddiwch sebon hylif.
  3. Gwnewch sebon a rhwbiwch (20 eiliad).
  4. Rinsio (10 eiliad).
  5. Sychwch eich dwylo.
  6. Diffoddwch y tap.

Cofiwch olchi:

  • rhwng eich bysedd, o dan eich ewinedd a chefn eich dwylo
  • arddangos y camau ar wal yn y tai bach
  • plant i ddylino posteri camau golchi dwylo
  • plant yn esbonio’r camau i blant eraill
  • annog plant i olchi dwylo cyn bwyd, ar ôl bod yn y toiled ac ar ôl cymryd rhan mewn gweithgareddau budr e.e. chwarae gyda thywod, chwarae tu allan.
  • datblygu sgiliau motor
  • cefnogi datblygiad iaith
  • rhyngweithio ag eraill
  • deall dilyniant a threfn
  • dysgu am bwysigrwydd hylendid
  • cymryd tro- efallai bydd rhaid aros ychydig os oes sawl plentyn yn golchi eu dwylo.
Gofal y geg
  • annog y defnydd o frws dannedd yn gynnar
  • chwarae rôl trwy frwsio dannedd
  • chwarae rôl- y deintydd
  • ymweld â’r deintydd yn gyson
  • yfed dŵr rhwng prydau bwyd
  • cynnig snac sy’n rhydd o siwgr
  • defnyddio cwpan plastig yn hytrach na bicer
  • gweithgareddau sy’n codi ymwybyddiaeth o ofal y geg.
  • datblygu sgiliau motor
  • gwneud dewisiadau; dewis brws dannedd
  • datblygu agwedd dda tuag at hylendid y geg
  • tyfu’n iach
  • datblygu hyder a hunan-barch
  • datblygu annibyniaeth.
Gofal y croen
  • annog plant i olchi eu hwynebau’n annibynnol
  • annog plentyn i edrych mewn drych wrth olchi’r wyneb
  • canu caneuon
  • edrych am frechau neu ddolur ar y croen
  • annog plentyn i wisgo dillad addas ar gyfer y tywydd - het yn yr haul a dillad cynnes pan fydd yn oer
  • bydd angen rhoi olew yn gyson ar groen plentyn croenddu.
  • datblygu sgiliau motor
  • dysgu am ddilyniant a threfn
  • datblygu hyder a hunan-barch
  • hyrwyddo ffordd iach o fyw
  • agwedd dda tuag at hylendid
  • dysgu enwau mannau o’r corff.
Gorffwys ac amser tawel
  • cynnig llyfrau a jig-sos i blant gael cyfnodau o orffwys
  • gwrando ar gerddoriaeth mewn mannau tawel
  • sgyrsiau tawel
  • sicrhau bod mannau addas i ymlacio a gorffwys
  • sicrhau bod yr ardal gorffwys yn gynnes
  • darllen stori i’r plant
  • bod yn amyneddgar wrth i blentyn ddysgu sut mae ymlacio
  • aros yn dawel, weithiau heb gyfathrebu.
  • datblygu sgiliau iaith
  • datblygu sgiliau gwrando
  • dysgu bod rhaid i’r corff ymlacio a gorffwys
  • datblygu’r gallu i ymlacio
  • datblygu mwynhad o lyfrau a cherddoriaeth
  • mwynhau gyda ffrindiau.

Darllen pellach:

https://bit.ly/2Ycg181

https://bit.ly/2Z9BI9d

https://www.nhs.uk/conditions/pregnancy-and-baby/

https://www.nhs.uk/live-well/sleep-and-tiredness/how-much-sleep-do-kids-need/

https://bit.ly/2TOsDSj

https://www.babycentre.co.uk/c25004253/basics-of-good-sleep

http://www.nptfamily.com/media/7420/hspss-criteria.pdf

Record and report agreed physical care routines, in line with workplace/setting policies and procedures

Cofnodi a rhoi gwybod am arferion gofal corfforol yn unol â pholisïau a gweithdrefnau’r gweithle/lleoliad

Ticking off a checklist

Physical care is an essential part of a child’s life and an integral step towards developing independence. It promotes people's health and well-being and develops their confidence and self-esteem to play an active part in society.

Practitioners need to work in a way which records and reports on physical care practices working closely with all the staff within the setting to identify what is best for the toddlers and children. Practitioners need to work in a way that considers each child as an individual and this planning work needs to be shared with other workers.

A relationship should be developed with the parents/carers as they know their children best and have planned for their children's physical care routines from the outset. This will enable the practitioner to formulate a specific daily routine for the children in order to meet their needs.

It is essential that parents/carers are aware of the setting's arrangements with regard to physical care routines. The practitioner should encourage them to ask any questions if doing so would lead to a better understanding of the arrangements. Toddlers/children cannot say if anything is bothering them. A child may feel uncomfortable using the toilet at the setting as there are too many other children around. Not doing this will make the situation worse for the child. Not going to the toilet may affect the child's health and may affect them emotionally, as well as causing constipation. The practitioner needs to work in a way which allows children to feel comfortable and the relationship between the setting and the home is essential in order to provide the best care to the child.

The practitioner needs to keep records so that information about babies/toddlers is exchanged and recorded in line with the setting's policy.

Maintaining such records will provide information to all staff within the setting about physical care routines, such as sleep, going to the toilet or hand washing and skin care. There is no specific format for recording physical care routines, but every baby/toddler should have their own record chart, this will provide consistency of care.

These records need to be clear, reliable and detailed:

  • Eli slept between 2 and 3 o’ clock.
  • Cai used the potty for the first time.
  • Nia washed her hands independently.

Every child's physical care routines should be monitored regularly to check their effectiveness.

This routine needs to suit the baby/toddler and keeps them comfortable.

If the child is uncomfortable or frustrated, the routine should be revisited, and changes made, so that the child feels content. As the baby grows and develops, physical care routines will change, and the practitioner will need to work in a way which acknowledges these changes.

As children grow older, the records will become shorter as toddlers will develop their communication skills and say if they need something, e.g. they want to go to the toilet or wash their hands. The setting may have a booklet to be shared between the setting and the home. There will be space for parents/carers to make comments on any changes to the toddler's care routines or if they have started any new physical routine, for example using the toilet confidently at home or starting to brush their teeth independently morning and night. The setting's procedures will aim to ensure that every child develops to be independent. By keeping records of physical care practices, as well as informing others (staff and parents/carers) of children's practices, practitioners can identify the needs of each individual child. This will allow practitioners to identify who needs support and with which practice.

Mae cynllunio ar gyfer arferion gofal corfforol plant yn rhan o waith yr ymarferwr. Mae gofal corfforol yn rhan hollbwysig o fywyd y plentyn ac yn gam annatod tuag at ddatblygu annibyniaeth. Mae’n hyrwyddo iechyd a llesiant unigolion a’u hyrwyddo i ddatblygu hyder a hunan-barch i gymryd rhan weithredol o fewn y gymdeithas. Mae angen i ymarferwyr weithio mewn ffordd sy’n cofnodi a rhoi gwybod am arferion gofal corfforol gan weithio’n agos gyda’r holl staff o fewn y lleoliad er mwyn darganfod beth sydd orau ar gyfer y plant bach a’r plant.

Mae angen i’r ymarferwr weithio mewn ffordd sy’n ystyried pob plentyn fel unigolyn ac mae angen i’r cynllunio hwn gael ei rannu ymysg gweithwyr eraill. Mae’n rhaid datblygu perthynas gyda rhieni/gofalwyr gan mai nhw sy’n adnabod eu plant orau a nhw sydd wedi cynllunio ar gyfer arferion gofal corfforol eu plant o’r cychwyn cyntaf. Bydd hyn yn galluogi’r ymarferwr i lunio trefn ddyddiol benodol ar gyfer y baban a’r plentyn er mwyn diwallu ei anghenion. Mae’n hanfodol bod rhieni/gofalwyr yn ymwybodol o drefn y lleoliad ar gyfer gweithredu arferion gofal corfforol. Dylai’r ymarferwr eu hannog i holi unrhyw gwestiynau os yw hynny’n arwain at well dealltwriaeth o’r drefn. Nid yw pob plentyn yn hyderus i ddweud os oes rhywbeth yn eu poeni. Efallai fod plentyn yn anghysurus â defnyddio’r toiled yn y lleoliad gan fod gormod o blant eraill o’i amgylch. Bydd methu hyn yn gwneud y sefyllfa yn waeth i’r plentyn. Gall peidio â mynd i’r toiled effeithio ar iechyd y plentyn a gall effeithio ar y plentyn yn emosiynol yn ogystal ag achosi rhwymedd (constipation). Mae angen i’r ymarferwr weithio mewn ffordd sy’n caniatáu i’r plant deimlo’n gysurus ac mae’r perthynas rhwng y lleoliad a’r cartref yn hanfodol os am sicrhau’r gofal gorau i’r plentyn.

Mae angen i’r ymarferydd weithredu dull cofnodi fel bod gwybodaeth am y plant yn cael ei chyfnewid yn unol â pholisi’r lleoliad. Bydd cynnal system gofnodi o’r fath yn rhoi gwybodaeth i holl staff y lleoliad ynghylch arferion gofal corfforol megis cyfnodau i orffwys a chael amser tawel, defnyddio’r toiled neu olchi dwylo a gofalu am y croen. Nid oes fformat penodol ar gyfer cofnodi arferion gofal corfforol, ond mae’n rhaid i bawb dderbyn siart gofnodi eu hunain. Bydd hyn yn arwain at gysondeb wrth ofalu amdanynt. Bydd angen i’r cofnodion fod yn glir ac yn ddibynadwy ac yn dangos manylder:

  • Gwnaeth Eli orffwys gan ddarllen llyfr ar ôl egwyl y prynhawn.
  • Defnyddiodd Cai y toiled am y tro cyntaf.
  • Golchodd a sychodd Nia ei dwylo yn annibynnol.

Mae angen cefnogi arferion gofal corfforol pob plentyn yn rheolaidd er mwyn gweld a yw’n effeithiol. Mae angen bod y drefn yn gweddu i’r plentyn ac yn ei gadw’n gysurus. Os yw’r plentyn yn anghysurus neu’n rhwystredig mae angen ailedrych ar y drefn a gwneud newidiadau fel bod y plentyn yn ddiddig. Wrth i’r plentyn dyfu a datblygu, bydd arferion gofal corfforol yn newid a bydd angen i’r ymarferwr weithio mewn ffordd sy’n cydnabod y newidiadau hyn.

Wrth i blant dyfu’n hŷn, bydd y cofnodion yn lleihau gan fod plant yn datblygu i gyfathrebu a dweud os ydynt eisiau rhywbeth, megis mynd i’r toiled neu eisiau golchi’r dwylo. Efallai bydd gan y lleoliad lyfryn a gaiff ei rannu rhwng y lleoliad a’r cartref. Bydd lle i rieni/gofalwyr roi sylwadau am newid mewn arferion gofal y plentyn neu os yw wedi dechrau ar ryw arfer corfforol newydd, er enghraifft defnyddio’r toiled yn hyderus yn y cartref neu ddechrau golchi’r dannedd yn annibynnol bob bore a nos. Bydd gweithdrefnau’r lleoliad yn anelu at sicrhau bod pob plentyn yn datblygu i fod yn annibynnol. Trwy gadw cofnodion am arferion gofal corfforol, yn ogystal â rhoi gwybod i eraill (staff a rhieni/gofalwyr) am arferion plant gall ymarferwyr nodi anghenion pob plentyn unigol. Bydd hyn yn caniatáu ymarferwyr i ddarganfod pwy sydd angen cymorth a gyda pha arfer penodol.