Establishing and planning the safe physical care routines of toddlers/children and ensuring that the agreed physical care routines are maintained

Pennu a chynllunio arferion gofal corfforol diogel plant bach/plant a sicrhau bod yr arferion y cytunwyd arnynt yn cael eu cynnal

Child brushing teeth

Childcare workers must understand the importance of safe physical care routines for toddlers and children. Physical care routines include the following:

  • nappy changing/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.

The needs of toddlers and children must be met, and it must be remembered that they rely heavily on adults to do this. We have previously studied how to support the physical care routines of children in Level 2 Core. 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, but others will still be learning.

Whatever their needs, close attention should be given to each toddler/child and flexibility is required. They will experience periods of regular change in feeding, sleeping, starting to use the toilet and starting to develop independence skills. Each toddler/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 2 year old child should be able to shut the toilet door, with the childcare workers staying nearby to offer support if required. The parent/carer will be mainly responsible for meeting the physical needs of their toddler/child and childcare workers have a specific role to play to ensure continuity regarding this care within settings.

Nappy changing and going to the toilet

Not every 2 year old child will have started to learn to use the potty/toilet. Some will still wear nappies and it is important that the childcare worker does not worry about this, comparing one toddler with another. They can be encouraged by leaving the potty in sight and letting them place a doll or teddy to sit on the potty.

As toddlers and children stop wearing nappies, they will start to practice their potty and/or toilet using skills. This is an important stage in terms of developing independence. There is no specific age when toddlers should start this practice, and they should not be rushed. Forcing the child to use the toilet too early will make them refuse to learn. Patience is required to allow the child to develop the skill in their own time. By now, the child will know that they have wet themselves, and the majority of children will have developed, or will be developing, to be mature enough to understand when they need to go to the toilet. This will depend on each individual child. Toddlers should be respected whilst developing this skill.

Hand washing

Washing hands in the correct way is a skill that toddlers/children need to learn. Children need to be encouraged to do this and be supervised as they need to become accustomed to washing their hands after/before specific activities, e.g. after going to the toilet, after playing in the sand or before eating. Childcare workers are responsible for ensuring that toddlers learn to do this every day. Sometimes, childcare workers will need to wash toddlers' hands for them as they will not have mastered the process of washing their hands cleanly enough. They will also need assistance to dry their hands.

Oral care

Toddlers will not have cut all their teeth by the time they are 2 years old and consideration should be given to the fact that every child will cut their teeth at different stages and at a different pace. The childcare worker will need to understand toddlers and children's requirements at these times. Some toddlers will teethe without any issues whilst others go through uncomfortable periods. The child can be comforted by giving them a hug, rubbing and massaging the gums with a finger (ensuring that it is clean), or giving them a teething ring to bite on. The habit of brushing their teeth needs to be adopted to prevent the spread of infection. A toddler can be given a toothbrush, well before their first teeth appear in order to become used to holding a brush and understand its function. If the parent/carer uses this routine at home, it will be easier for the childcare worker to introduce 'Designed to Smile'. This scheme gives toddlers the opportunity to brush their teeth together in a relaxed atmosphere, under the supervision of a childcare worker.

It is important that the adult supervises the children whilst they brush their teeth in order to avoid bad habits. Although toddlers are included in 'Designed to Smile', this does not mean that they do not need to brush their teeth twice a day at home. It is not always possible to brush teeth after each meal, but it is important to encourage this after the last meal of the day. It is good practice to offer toddlers/children opportunities to watch adults and other children brushing their teeth. Good dental and gum hygiene to prevent tooth decay requires a healthy diet that avoids too many sugary drinks. Visiting the dentist regularly is also good practice in terms of dental hygiene and also helps to prevent the spread of infection.

Good hygiene will need to be practised when children use beakers as bacteria can collect and quickly multiply. They should be disinfected regularly. Overusing beakers may affect dental growth and sugary drinks should not be drunk from them as they will cause tooth decay. It is good practice to introduce toddlers to plastic cups as soon as possible in order to promote healthy living and independence. Toddlers will learn to be careful if their cup spills and their drink is wasted. By offering the children these opportunities, they will learn amongst themselves and will imitate their peers.

Skin care (including the skin around the nappy)

Toddlers and children are at risk of infection, therefore, careful attention needs to be paid to the skin, ensuring high standards of hygiene. Toddlers will need a bath on a daily basis as they are now moving around more, exploring the environment and getting dirty whilst doing so. Bath time can be fun, with the toddler being able to play whilst keeping themselves clean. This is good practice for the future and, with time, the child will be able to choose whether or not they need a bath or they would rather wash in the shower. Whatever their choice, children should not be left unattended. Toddlers may still need to have their nappy changed when wet or soiled. Areas of the skin that are cause for concern should be monitored, e.g. an uncomfortable rash may develop on the skin around the nappy area and such a condition should be treated appropriately Areas of the skin that are cause for concern should be monitored, e.g. an uncomfortable rash may develop on the skin around the nappy area and such a condition should be treated appropriately. The toddler may be dry during the day and wear a nappy at night so it is important that the skin is treated appropriately when changing the nappy in the morning.

Opportunities for rest, quiet time or sleep

The needs of toddlers/children vary in terms of their sleeping patterns. This will depend on their age, how lively they are as well as their personal needs. Childcare workers need to meet these needs as sleep allows the body to rest and recover physically and mentally. As they grow, some toddlers/children like to have periods of rest during the day whilst others are fine without periods of rest. The childcare worker will need to allow periods of rest by offering less energetic activities such as reading a book or doing a jigsaw. Safe places must be prepared within the setting for toddlers and children to rest and sleep as required.

Appropriate provision for exposure to sunlight and low temperatures

Toddlers and children need to experience being outside in different weather so that they develop healthily and become accustomed to the effect of the weather on their bodies. Children should be protected from the weather as it may affect their skin. The sun can cause skin cancer and therefore skin should be protected with sun cream. Toddlers can be encouraged to put sun cream on themselves but will need supervision as they do so. Childcare workers 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, especially between 11am and 3pm. Low temperatures can affect children's skin and being outdoors for too long in low temperatures can cause frostbite. It is important that toddlers wear warm clothes such as several layers of clothing with a hat covering the head, gloves on the hands and a scarf around the neck. If a childcare worker notices that a child is getting too cold, they should be taken in from the cold.

Work should be accomplished in a way that sets, plans and maintains care routines within the setting in accordance with specific roles. Physical care routines should be based on the child's individual needs and it is essential to discuss the child's routine with the parents/carers. By considering home routines it will enable the childcare worker 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.

The key worker system is used in some settings where the childcare workers will be responsible for looking after a specific child or a small group of children. This will enable the childcare worker to develop a close relationship with those children and to identify their needs. Parents/carers can talk to one childcare worker who has come to know their children very well. The toddler/child will feel safer and will develop confidently regarding undertaking physical care routines and growing independently. It is essential that parents/carers play an active part in their children's physical care routines so that they become confident in dealing with changes in their children. Parents may be referred to 'The Pregnancy Book' on Public Health Wales' website.

This programme offers information on children's stages of development up until 3 years old and offers advice on how to face the challenges associated with physical care routines such as sleep patterns, hygiene practices and brushing the teeth. The role of the childcare worker is to ensure that care routines are maintained regularly with the aim of keeping children safe and healthy, and to encourage them to develop independently. There are specific policies for certain physical care routines and childcare workers are required to read and understand these policies before undertaking any physical care activities. There is a specific policy for changing nappies and the requirements must be adhered to, ensuring that children are always shown respect and warm care.

Childcare workers should be trained on the process to follow when changing nappies or transferring from wearing a nappy to using the potty/toilet so that the appropriate steps are taken.

Parents/carers must be aware of these policies so that they understand the reasoning and why the childcare workers cannot do what they want them to do. For example, childcare workers cannot apply sun cream to a child without permission from a parent/carer.

Not all care routines have specific policies, but there are specific steps to follow in order to ensure that they are undertaken successfully. For example, childcare workers should follow and maintain specific steps in relation to how to wash hands and care for the skin. Childcare workers should understand that toddlers and children need periods of rest. The physical care routines offered to each child in the setting will be arranged during staff meetings. Childcare workers should work in a way that supports these arrangements.

Further reading:

http://bit.ly/2TSbJlX

https://bit.ly/32F4kKo

http://bit.ly/2HkAMJ5

http://bit.ly/33TgVdS

Mae angen i gweithwyr gofal plant ddeall sut i nodi a darparu arferion gofal corfforol diogel i blant bach/plant. Mae arferion gofal corfforol yn cynnwys y canlynol:

  • newid cewyn/defnyddio’r toiled
  • golchi dwylo
  • gofal y geg
  • gofal y croen
  • cyfleoedd i orffwys, i gael amser tawel neu i gysgu
  • darpariaeth briodol ar gyfer dod i gysylltiad â golau haul a thymereddau isel.

Mae angen cwrdd ag anghenion plant bach/plant ac mae angen cofio eu bod yn dibynnu llawer ar oedolion i fedru gwneud hyn. Rydym eisoes wedi astudio sut i gefnogi arferion gofal corfforol plant yn Lefel 2 Craidd. Er bod anghenion pob plentyn yn gyffredin, mae’r ffordd i gwrdd â’r anghenion yn gorfod amrywio, e.e.:

  • bydd rhai plant bach yn fodlon treialu amrywiaeth o fwydydd gwahanol tra bod eraill llawer mwy ffyslyd
  • bydd rhai plant bach angen cyfnod o gwsg yn ystod y dydd tra bod eraill yn gysurus â mynd trwy’r dydd heb gwsg
  • bydd rhai plant wedi datblygu i ddefnyddio’r toiled yn hyderus tra bod eraill dal yn y broses o ddysgu.

Beth bynnag yw eu hanghenion, mae angen rhoi sylw manwl i bob plentyn bach/plentyn ac mae angen bod yn hyblyg. Byddant yn mynd trwy gyfnod o newidiadau cyson o ran bwydo, cwsg, dechrau defnyddio’r toiled a dechrau datblygu sgiliau annibyniaeth. Mae gan bob plentyn bach/plentyn yr hawl i gael eu parchu ac mae’n hanfodol ystyried hyn wrth gwrdd â’u hanghenion. Mae angen rhoi gymaint â phosib o breifatrwydd iddynt ac mae hyn yn ddibynnol ar oedran ac anghenion yr unigolyn. Er enghraifft, dylai plentyn 2 oed fedru cau drws y toiled, gyda’r gweithiwr gofal plant yn aros yn agos i gynnig cymorth os bydd angen. Y rhiant/ gofalwr fydd â’r cyfrifoldeb pennaf i gydymffurfio â gofal corfforol ei plentyn bach/plentyn ac mae gan gweithwyr gofal plant rôl benodol i sicrhau parhad o’r gofal hwn o fewn lleoliadau.

Newid cewyn a defnyddio’r toiled

Ni fydd pob plentyn bach 2 oed wedi dechrau dysgu defnyddio'r poti/toiled. Bydd rhai yn dal i wisgo cewynnau ac mae'n bwysig nad yw’r gweithiwr gofal plant yn poeni am hyn gan gymharu un plentyn bach gyda’r llall. Gallwch eu hannog drwy adael y poti o fewn golwg a gadael iddynt roi’r ddoli neu’r tedi i eistedd ar y poti.

Wrth i’r plentyn bach/plentyn rhoi’r gorau i wisgo cewyn, bydd yn dechrau ymarfer sgiliau defnyddio’r poti a/neu’r toiled. Mae hwn yn gam pwysig ar gyfer datblygu annibyniaeth. Nid oes oed penodol y dylai plant bach ddechrau’r arfer hwn ac ni ddylid eu rhuthro i ymgyfarwyddo â'r arfer. Gall gorfodi’r plentyn i ddefnyddio’r toiled yn rhy gynnar wneud iddo wrthod yn gyfan gwbl. Mae angen bod yn amyneddgar fel eu bod yn datblygu’r sgil yn amser eu hunain. Erbyn hyn bydd y plentyn yn gwybod ei fod wedi gwlychu ei hun, a bydd y mwyafrif o blant wedi datblygu, neu yn y broses o ddatblygu’n ddigon aeddfed i ddeall pryd mae’r awydd i fynd i’r toiled. Bydd hyn yn dibynnu ar bob plentyn yn unigol. Dylid parchu plant bach wrth iddynt fynd drwy’r broses o ddatblygu’r sgil hon.

Golchi dwylo

Mae golchi dwylo’n gywir yn sgil sydd angen i blant bach/blant ei dysgu. Mae angen annog plant i wneud hyn a’u goruchwylio fel eu bod yn dod i arfer â golchi eu dwylo ar ôl/cyn gweithredoedd penodol, e.e. ar ôl bod yn y toiled, ar ôl chwarae yn y tywod, cyn bwyta bwyd. Mae gweithwyr gofal plant yn gyfrifol am sicrhau bod plant bach yn dysgu gwneud hyn ac yn ei wneud yn rheolaidd bob dydd. Weithiau bydd angen i gweithwyr gofal plant olchi dwylo plant bach drostynt gan na fyddant wedi meistroli’r broses o ymolchi yn ddigon glan. Bydd hefyd angen cymorth arnynt i sychu eu dwylo.

Gofal y geg

Ni fydd y plentyn bach wedi torri ei holl ddannedd erbyn iddo gyrraedd 2 oed ac mae’n rhaid ystyried y bydd pob plentyn bach yn torri dannedd ar adegau gwahanol ac ar gyflymdra gwahanol. Bydd angen i’r gweithiwr gofal plant ddeall eu gofynion yn ystod y cyfnodau hyn. Bydd rhai plant bach yn torri dannedd heb unrhyw drafferth tra bod eraill yn mynd trwy gyfnodau anghysurus. Gellir cysuro’r plentyn drwy roi cwtsh iddo, rhwbio a thylino’r deintgig gyda’r bys (glân), neu roi cylch torri dant i’r plentyn bach gnoi arno. Er mwyn gofalu am y geg a sicrhau nad oes heintiau’n lledu, mae angen mabwysiadu’r arfer o olchi dannedd. Gellir rhoi brws dannedd i blentyn bach cyn bod yr holl ddannedd yn torri er mwyn cyfarwyddo â chydio mewn brws a dod i ddeall ei swyddogaeth. Os yw’r rhiant/ gofalwr yn defyddio’r drefn hon yn y cartref, mae’n gwneud rôl yr gweithiwr gofal plant wrth gyflwyno’r ‘Cynllun Gwên’ yn un haws. Mae’r cynllun hwn yn rhoi cyfle i blant bach frwsio’u dannedd gyda’i gilydd mewn awyrgylch hamddenol o dan oruchwyliaeth yr gweithiwr gofal plant. Mae’n bwysig bod yr oedolyn yn goruchwylio plant wrth iddynt olchi eu dannedd er mwyn osgoi arferion gwael. Er bod plant bach yn cael bod yn rhan o’r ‘Cynllun Gwên’ nid yw hyn yn golygu na fydd angen iddynt frwsio eu dannedd dwywaith y dydd yn y cartref. Nid yw’n bosib glanhau’r dannedd ar ôl prydau bwyd bob amser, ond mae’n bwysig i annog hyn ar ôl pryd olaf y dydd. Mae’n arfer dda i gynnig cyfleoedd i blant bach wylio’r oedolyn a phlant eraill yn glanhau dannedd. Er mwyn cynnal hylendid da o’r dannedd a’r deintgig sy’n atal pydredd dannedd, mae angen bwyta deiet iach sy’n osgoi gormod o ddiodydd melys. Bydd ymweld â’r deintydd yn gyson hefyd yn arfer da o ran sicrhau hylendid y dannedd ac yn cyfrannu tuag at atal haint rhag lledaenu.

Bydd angen ymarfer hylendid da wrth i blant ddefnyddio biceri gan fod bacteria yn casglu arnynt ac yn lluosi yn gyflym. Bydd angen eu diheintio yn rheolaidd. Mae gorddefnydd ohonynt yn medru effeithio ar dwf y dannedd ac ni ddylid rhoi diod melys ynddynt gan y bydd yn achosi’r dannedd i bydru. Mae’n arfer dda i gyflwyno cwpan blastig i’r plentyn bach cyn gynted â phosib er mwyn hyrwyddo bywyd iach ac annibyniaeth. Bydd y plentyn bach yn dysgu i fod yn ofalus ac os yw’r cwpan yn troi bydd y ddiod yn cael ei wastraffu. Drwy roi’r cyfleodd yma i blant byddant yn dysgu ymysg ei gilydd ac yn dynwared cyfoedion.

Gofal y croen (gan gynnwys y rhan o’r croen o gwmpas y cewyn)

Mae plant bach/plant mewn perygl o haint ac felly mae angen rhoi sylw manwl i’r croen gan sicrhau safon uchel o hylendid. Bydd plentyn bach angen cael bath bob dydd gan ei fod nawr yn symud mwy, yn archwilio’r amgylchedd ac yn baeddu ei hun wrth wneud hynny. Gall amser bath fod yn amser llawn hwyl lle caiff y plentyn bach chwarae wrth gadw ei hun yn lân. Mae’n arfer dda ar gyfer y dyfodol a, gydag amser, bydd y plentyn yn medru dewis a yw angen mynd i’r bath neu a yw am ymolchi yn y gawod. Beth bynnag yw’r dewis ni ddylid gadael plant ar eu pen eu hunain. Efallai bydd dal angen newid cewyn y plentyn bach pan mae’n wlyb neu’n fudr. Bydd angen cadw golwg ar fannau o’r croen a all beri gofid, e.e. gall brechau dolurus ddatblygu ar y croen o gwmpas y cewyn ac mae angen trin y cyflwr yn briodol. Efallai bydd y plentyn bach yn sych yn ystod y dydd ac yn gwisgo cewyn yn ystod y nos felly mae’n bwysig fod y croen yn cael ei drin yn briodol wrth newid y cewyn yn y bore.

Cyfleoedd i orffwys, i gael amser tawel neu i gysgu

Mae anghenion plant bach/plant yn amrywio o ran patrymau cwsg. Bydd hyn yn dibynnu ar eu hoed a pha mor fywiog ydynt yn ogystal â’u hanghenion personol. Mae angen bod gweithwyr gofal plant yn cwrdd â’r anghenion hyn gan fod cwsg yn caniatáu’r corff i orffwys gan adfer yn gorfforol a meddyliol. Wrth iddynt dyfu, bydd rhai plant bach yn hoffi cael cyfnodau o orffwys yn ystod y dydd tra bod eraill yn iawn heb gyfnodau o orffwys. Bydd angen i’r gweithiwr gofal plant ganiatáu 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 bach/blant gael gorffwys a chysgu pan fod angen.

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

Mae plant bach/plant angen y profiad o fod allan mewn gwahanol dywydd fel eu bod yn datblygu’n iach ac yn cyfarwyddo ag effaith y tywydd ar eu cyrff. Mae angen diogelu plant rhag y tywydd oherwydd gall effeithio ar eu croen. Gall yr haul achosi cancr y croen ac felly mae angen ei ddiogelu drwy ei orchuddio ag eli haul. Gellir annog plant bach/plant i roi eli ar eu croen eu hunain ond bydd angen eu goruchwylio wrth iddynt wneud hyn.

Bydd rhaid i’r gweithiwr gofal plant sicrhau eu bod yn derbyn caniatâd oddi wrth y rhieni/gofalwyr os ydynt am roi eli haul ar eu plant. Mae’n arfer dda i osgoi mynd allan yn yr haul ar adegau pan fydd yn boeth ofnadwy, yn enwedig rhwng 11 y.b. a 3 y.h. Gall tymereddau isel gael effaith ar groen y plentyn ac mae bod allan am gyfnodau rhy hir mewn tymereddau isel yn gallu achosi ewinrhew (frostbite). Mae’n bwysig bod y plentyn bach/plentyn yn gwisgo dillad cynnes; sawl haenen denau o ddillad gan orchuddio’r pen gyda het, y dwylo gyda menig a’r gwddf gyda sgarff. Os yw gweithiwr gofal plant yn sylwi bod y plentyn yn mynd yn rhy oer bydd rhaid dod allan o’r oerfel.

Mae angen gweithio mewn ffordd sy’n pennu, cynllunio a chynnal arferion gofal o fewn y lleoliad yn unol â rolau penodol. Mae angen i arferion gofal corfforol gael eu seilio ar anghenion unigol y plentyn ac mae’n hanfodol trafod trefn y plentyn gyda’r rhieni/gofalwyr. Bydd cymryd sylw o arferion y cartref yn galluogi’r gweithiwr gofal plant i gynnal cysondeb rhwng y cartref a’r lleoliad. Mae’n arfer dda 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 bennu a chynllunio arferion gofal corfforol.

Mae’r system gweithiwr allweddol yn cael ei ddefnyddio mewn rhai lleoliadau lle bydd yr gweithiwr gofal plant yn gyfrifol am ofalu ar ôl plentyn penodol neu grŵp o blant bach. Bydd hyn yn fodd i ddatblygu perthynas agos gyda’r plant hynny gan ddod i adnabod eu hanghenion. Mae rhieni/ gofalwyr yn gallu trafod gydag un gweithiwr gofal plant sydd wedi dod i adnabod eu plant yn dda iawn. Bydd y plentyn bach/plentyn yn teimlo’n fwy diogel ac yn datblygu’n hyderus wrth ymgymryd ag arferion gofal corfforol a thyfu’n annibynnol.

Mae’n hollbwysig bod rhieni/gofalwyr yn cymryd rhan weithredol mewn arferion gofal corfforol eu plant fel eu bod hwythau yn datblygu hyder i ddelio â newidiadau yn eu plant. Gellir cyfeirio rhieni at raglen ‘naw Mis a Mwy’ ar wefan Iechyd Cyhoeddus Cymru. Mae’r rhaglen hon yn cynnig gwybodaeth ar gamau datblygiad y plentyn i fyny at 3 blwydd oed gan roi cyngor ar sut i wynebu heriau yn ymwneud ag arferion gofal corfforol megis patrymau cysgu, ymarfer hylendid da a brwsio’r dannedd.

Rôl yr gweithiwr gofal plant yw sicrhau bod yr arferion gofal yn cael eu cynnal yn rheolaidd a hyn gyda’r nod o gadw plant yn ddiogel ac iach yn ogystal â’u hannog i ddatblygu’n annibynnol. Mae polisïau penodol ar gyfer rhai arferion gofal corfforol ac mae’n ofynnol bod gweithwyr gofal plant yn eu darllen a’u deall cyn ymgymryd â gweithred gofal corfforol. Mae polisi arbennig ar gyfer newid cewyn ac mae’n rhaid cydymffurfio â’r gofynion gan sicrhau bod parch a gofal cynnes yn cael eu rhoi i’r plant bob tro.

Dylai gweithwyr gofal plant dderbyn hyfforddiant ynglŷn â’r broses i’w dilyn wrth newid cewyn neu drosglwyddo o wisgo cewyn i ddefnyddio’r poti/toiled fel eu bod yn dilyn y camau cywir. Mae angen bod rhieni/gofalwyr yn gwybod am y polisïau hyn fel eu bod yn deall eu rhesymeg a pham na all yr gweithwyr gofal plant wneud yr hyn maen nhw angen iddynt eu gwneud. Er enghraifft, ni all gweithwyr gofal plant roi eli haul ar blentyn heb dderbyn caniatâd gan y rhieni/gofalwyr.

Nid oes polisi ar gyfer yr holl arferion gofal ond mae yna gamau penodol i’w dilyn er mwyn sicrhau eu bod yn cael eu cynnal yn llwyddiannus. Er enghraifft, dylai gweithwyr gofal plant ddilyn a chynnal y camau penodol ar sut i olchi dwylo a gofalu am y croen. Mae angen i’r gweithiwr gofal plant ddeall bod angen cyfnodau o orffwys ar blant bach/blant. Bydd arferion gofal corfforol a gynigir ar gyfer pob plentyn o fewn y lleoliad yn cael eu trefnu o fewn cyfarfodydd staff. Dylai gweithwyr gofal plant weithio mewn ffordd sy’n cynnal y rhain.

Darllen pellach:

http://bit.ly/30qEqZB

http://bit.ly/2ZmNHjY

http://bit.ly/2HkAMJ5

http://bit.ly/33TgVdS

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The importance of a relaxed and comfortable atmosphere to support safe physical care routines

Pwysigrwydd awyrgylch tawel a chyfforddus i gefnogi arferion gofal corfforol diogel

A child's daily routine

Physical care routines are integral to the daily life of toddlers and children. It is important to support these routines by showing respect and dignity in a comfortable and relaxed environment. Toddlers and children receive care in settings in groups and individually.

  • The childcare worker should treat toddlers and children in a warm and caring way.
  • They need to be prepared to hug a toddler who finds it difficult to cope with unfamiliar care.
  • Children need to be given the opportunity to talk in a comfortable environment.
  • Children need to be offered comfort and security during periods of change, e.g. they may be accustomed to drying their hands with a towel at home and using paper towels is a new experience for them.
  • They may have a seat to place on the toilet at home and the setting will need to offer the same provision.
  • The childcare worker must be polite with toddlers and children at all times. As the childcare worker enjoys the relationship that they have formed with the children, they will grow to trust them.

A comfortable and relaxed environment will encourage toddlers and 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.

If the toddler has been at the setting since they were a baby, progression should be ensured with regard to physical care routines. If the toddler is new to the setting, childcare workers will need to establish the toddler's needs immediately and discuss those needs with the parents/carers in order to become familiar with the toddler's routine. This will help them settle as soon as possible. Working methods that promote a comfortable and relaxed atmosphere whilst supporting safe physical care routines should be used. This will enable the children to feel relaxed and will increase the confidence of toddlers to develop care routines in a successful manner.

Changing nappies

Not every toddler will have stopped wearing nappies and started using the toilet and so every setting will need to ensure that they have a separate area for changing nappies. It is important to ensure that this area is kept hygienic to prevent the spread of infection. Changing a toddler's nappy can be challenging as they do not like to stay still for long.

Pull-up nappies may be more suitable, and this should be discussed with the parents/carers to ensure that the same nappies are being used in order to promote consistency. This will be a development for the child, and they will see that they no longer wear nappies and will be able to support the process by helping to change the pull-up nappies. This will be a positive step in learning to use the toilet.

Using the toilet

The child should be shown respect and dignity when starting to use the toilet and such training should be made fun. If the childcare worker became angry at the child for wetting themselves, the child would become frustrated with the training process and the process will become boring for the child. Placing a potty alongside the toilet offers the child an opportunity to sit on it as part of their play. Children become accustomed to using the toilet confidently at different ages and it is essential that childcare workers offer appropriate support in line with the child's developmental stage. The child will show or say when they are ready to learn this routine.

Rest, quiet time or sleep

There should be facilities within the setting for children to rest and sleep. Children will fall asleep if they feel safe and if the body is relaxed. They will not be able to sleep in a noisy environment that is unfamiliar to them. If the toddler/child prefers to sleep in their pram, the pram could be brought into the setting. Comforters from home may help the toddler/child to settle, e.g. familiar objects such as a teddy or blanket. Also, information from the parents can be useful, e.g. does the toddler/child like several layers of blankets or not. Not all toddlers/children will need the same amount of sleep. The sleep routine will need to be consistent so that the brain and body clock become accustomed to the routine.

Toddlers and children need to develop an awareness of their body and this can be made fun by undertaking physical care routines that are full of excitement with the children. For example, singing songs about physical routines:

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.

It is also essential to model good physical care routines to ensure they are safe and enjoyable experiences that promote the children's holistic learning, growth and development. Developing healthily will allow the child to feel good about themselves and this will contribute to their confidence. There is a correlation between health and well-being. Good health contributes towards the child's holistic development. It encourages the child to take part in play activities individually or alongside other children, thus undertaking new experiences whilst exploring the environment. Children should be supervised when undertaking physical care routines in order to ensure high standards of hygiene. This will prevent illnesses, increase self-respect and encourage the children to learn how to take care of themselves, thus starting the process of independent development. Work must be undertaken in a way that exemplifies good practices so that children naturally incorporate these practices within their daily routines.

Physical care routines can be made enjoyable for children by including them as part of their play and their daily experiences. If the childcare worker can explain to the child why physical care routines are important, the child will be able to learn from these routines. Toddlers and children should be included when undertaking care routines. They can be spoken to and ways can be found to include them so that they are part of the activity. A toddler can hold something whilst you change their nappy or could maybe start cleaning their face during a washing routine. When working in a way that models good practice, toddlers and children will be proud to start learning how to undertake daily physical care routines.

Physical care routines Modelling good practice Promoting learning, growth and development
Nappy changing
  • give the toddler something to gold e.g. clean nappy
  • using ‘pull-up’ nappies
  • play music
  • talk to the toddler
  • warm and comfortable room.
  • the toddler feels involved
  • helping to change a ‘pull-up’ nappy
  • the toddler feels emotionally comfortable
  • support language development
  • develop an attachment to the carer
  • learn about dignity and respect.
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
  • give the
  • 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 toddler/child a story before they go to sleep
  • be patient as the toddler/child 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.

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Mae arferion gofal corfforol yn rhan annatod o fywyd dyddiol plant bach/plant. Mae’n bwysig eu cefnogi drwy arddangos parch ac urddas a hynny mewn awyrgylch tawel a chyfforddus. Mae plant bach/plant yn derbyn gofal mewn lleoliadau grŵp ac yn unigol.

  • Dylai’r gweithiwr gofal plant ymdrin â plant bach/plant yn gynnes ac yn ofalgar.
  • Mae angen bod yn barod i roi cwtsh i blentyn bach sy’n ei gweld hi’n anodd ymdopi ag arfer gofal anghyfarwydd.
  • Bydd angen rhoi cyfle i blentyn siarad mewn awyrgylch cyfforddus a digyffro.
  • Bydd angen cynnig cysur a sicrwydd i blentyn yn ystod y cyfnodau o newid e.e. efallai y bydd yn gyfarwydd â sychu dwylo yn y cartref gyda thywel a bod defnyddio tywelion papur yn broses newydd iddo.
  • Efallai bydd ganddo sedd i’w osod ar ben y toiled pan fydd adref ac mae angen bod y lleoliad yn cynnig yr un ddarpariaeth.
  • Mae angen bod yn gwrtais gyda plant bach/plant bob amser. Wrth i’r gweithiwr gofal plant fwynhau’r berthynas mae wedi’i sefydlu gyda’r plant byddant hwy yn dod i ymddiried yn yr gweithiwr gofal plant.

Bydd awyrgylch tawel a chyfforddus yn annog plant bach/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.

Os yw’r plentyn bach wedi bod yn y lleoliad ers yn faban bydd angen sicrhau bod dilyniant wrth gynnal arferion gofal corfforol. Os yw’r plentyn bach yn newydd i’r lleoliad bydd angen i’r gweithiwr gofal plant sefydlu anghenion y plentyn bach yn syth ac mae angen trafod gyda rhieni/ gofalwyr er mwyn dod i adnabod eu trefn. Bydd hyn yn helpu iddo setlo cyn gynted â phosib. Mae angen gweithio mewn ffordd sy’n hybu awyrgylch tawel a chyfforddus wrth gefnogi arferion gofal corfforol diogel. Bydd hyn yn caniatáu i’r plant deimlo’n gartrefol yn ogystal â chynyddu hyder plant bach i ddatblygu arferion gofal yn llwyddiannus.

Newid cewynnau

Efallai na fydd pob plentyn bach wedi rhoi’r gorau i wisgo cewynnau a dechrau dysgu defnyddio’r toiled felly bydd angen sicrhau bod ardal ar wahân ar gyfer newid cewynnau ym mhob lleoliad. Mae’n bwysig ei bod yn cael ei gadw’n hylan bob amser i osgoi heintiau rhag lledu. Gall newid cewyn plentyn bach fod yn heriol gan na fydd yn hoffi aros yn llonydd am gyfnodau hir. Efallai bydd cewynnau tynnu i fyny yn fwy addas ac mae angen trafod hyn gyda’r rhieni/gofalwyr er mwyn sicrhau bod yr un cewynnau yn cael eu defnyddio er mwyn hyrwyddo cysondeb. Bydd hyn yn ddatblygiad i’r plentyn a bydd yn gweld nad yw’n gwisgo cewynnau mwyach ac fe fydd yn medru cynorthwyo yn y broses wrth helpu i newid y cewyn tynnu i fyny. Bydd hyn yn gam positif ar gyfer dechrau dysgu defnyddio’r toiled.

Defnyddio’r toiled

Bydd angen dangos parch ac urddas i’r plentyn wrth iddo ddechrau defnyddio’r toiled ac mae angen sicrhau bod yr hyfforddi yn hwylus. Pe byddai gweithiwr gofal plant yn ddig ar ôl i blentyn wlychu ei hun, bydd y plentyn yn mynd yn rhwystredig gyda’r broses o hyfforddi a bydd y broses yn troi’n ddiflas iddo. Bydd cynnig poti ochr yn ochr â’r toiled yn rhoi cyfle i’r plentyn eistedd arno fel rhan o’i chwarae. Mae’r oedran y bydd plant yn cyfarwyddo â defnyddio’r toiled yn hyderus yn amrywio ac mae’n hanfodol bod yr gweithiwr gofal plant yn cynnig y cymorth priodol yn ôl cam datblygiad y plentyn. Bydd y plentyn yn dangos neu’n dweud pan fydd yn barod i ddechrau dysgu’r arfer hwn.

Gorffwys, amser tawel neu gysgu

Dylai fod cyfleusterau o fewn y lleoliad i blant orffwys a chysgu. Bydd plant yn cwympo i gysgu os byddant yn teimlo’n ddiogel ac os yw’r corff wedi ymlacio. Ni fyddant yn medru cysgu mewn amgylchedd swnllyd sy’n anghyfarwydd iddynt. Gall cysurwr o’r cartref helpu’r plentyn bach/plentyn i setlo, e.e. gwrthrychau cyfarwydd megis tedi neu blanced. Hefyd, mae gwybodaeth ychwanegol gan y rhieni yn gallu bod yn ddefnyddiol, e.e. sawl haenen o flancedi mae’r plentyn bach/plentyn yn hoffi. Ni fydd pob plentyn bach angen yr un faint o gwsg. Bydd angen cadw at y drefn cysgu fel bod yr ymennydd a chloc y corff yn cyfarwyddo â’r arfer.

Mae angen bod plant bach yn datblygu ymwybyddiaeth o’u cyrff a gellir gwneud hyn yn hwyl trwy gynnal arferion gofal corfforol sy’n llawn cyffro i’r plant bach. Er enghraifft, 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.

Mae’n hanfodol modelu arferion gofal corfforol da fel eu bod yn brofiadau diogel a phleserus sy’n hybu dysgu, twf a datblygiad cyfannol plant. Bydd datblygu’n iach yn caniatáu’r plentyn i deimlo’n dda am ei hunain a bydd hyn yn cyfrannu at ei hyder. Mae iechyd a llesiant yn cydberthyn. Mae iechyd da yn cyfrannu tuag at ddatblygiad cyfannol y plentyn. Mae’n ei annog i gymryd rhan mewn gweithgareddau chwarae yn unigol neu ochr yn ochr â phlant eraill gan dderbyn profiadau newydd wrth archwilio’r amgylchedd. Mae angen sicrhau goruchwylio plant wrth iddynt ymgymryd ag arferion gofal corfforol er mwyn sicrhau bod y safonau hylendid yn uchel. Bydd hyn yn atal afiechyd, cynyddu hunan barch ac annog y plant i ddysgu sut mae gofalu ar ôl eu hunain gan ddechrau’r broses o ddatblygu’n annibynnol. Rhaid gweithio mewn ffordd sy’n modelu arferion da fel bod plant yn eu hymgorffori yn naturiol o fewn eu trefn ddyddiol.

Gellir gwneud arferion gofal corfforol yn rhai pleserus i blant wrth eu cynnwys yn eu chwarae a’u profiadau beunyddiol. Os yw’r gweithiwr gofal plant yn medru esbonio i’r plentyn pam bod arferion gofal corfforol yn bwysig, bydd posibiliadau i’r plentyn ddysgu trwy’r arferion hyn. Mae angen cynnwys plant wrth ymgymryd ag arferion gofal. Gellir siarad â hwy a dod o hyd i ffyrdd o’u cynnwys fel eu bod yn rhan o’r weithred. Gall blentyn ddal rhywbeth wrth i chi newid cewyn neu efallai dechrau glanhau ei wyneb ei hun yn ystod arfer ymolchi. Wrth weithio mewn ffordd sy’n modelu arfer dda, bydd plant bach/plant yn ymfalchïo wrth fynd drwy’r broses o ddechrau dysgu sut mae ymgymryd ag arferion gofal corfforol yn ddyddiol. Bydd plant bach yn hoffi dynwared gweithred yr oedolyn ac felly mae’n hanfodol eu bod yn arferion positif.

Arferion gofal corfforol Modelu arfer dda Hybu dysgu twf a datblygiad
Newid cewyn
  • rhoi adnodd i’r plentyn bach ei ddal, e.e. cewyn glan
  • defnyddio cewyn ‘tynnu i fyny’
  • chwarae cerddoriaeth
  • cyfathrebu gyda’r plentyn bach
  • ystafell gynnes a chyffyrddus.
  • plentyn bach yn teimlo’n rhan o’r broses
  • helpu i newid cewyn ‘tynnu i fyny’
  • plentyn bach yn teimlo’n gysurus ac yn emosiynol hapus
  • cefnogi datblygiad iaith
  • datblygu ymlyniad gyda’r gofalwr
  • dysgu am urddas a pharch.
Defnyddio’r toiled
  • caniatáu’r plentyn i ddefnyddio’r poti neu’r toiled
  • 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 hunan hyder
  • 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 ewyn 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.
  • Annog plant blant i olchi dwylo cyn bwyd, ar ôl bod yn y toiled ac ar ôl cymryd rhan mewn gweithgareddau budr, e.e. chwarae gyda thywod.

  • 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 bach yn golchi eu dwylo.
Gofal y geg
  • annog y defnydd o frws dannedd yn gynnar
  • chwarae rôl trwy frwsio dannedd y ddol
  • 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 e.e. 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 ei wyneb yn annibynnol
  • annog plentyn i edrych mewn drych wrth olchi’r wyneb
  • rhoi dol i blentyn i olchi ei hwyneb
  • canu caneuon
  • edrych am frechau neu ddolur ar y croen
  • annog plentyn bach i wisgo dillad addas ar gyfer y tywydd - het yn yr haul a dillad cynnes pan fydd hi’n 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, amser tawel, cwsg
  • cynnig llyfrau a posau jig-so i blant bach gael cyfnodau o orffwys
  • gwrando ar gerddoriaeth mewn mannau tawel
  • sgyrsiau tawel
  • sicrhau bod mannau addas i gysgu
  • sicrhau bod yr ardal gysgu’n gynnes
  • darllen stori cyn i’r plentyn bach/plentyn fynd i gysgu
  • bod yn amyneddgar wrth i blentyn bach ddatblygu patrwm cwsg
  • aros yn dawel, weithiau heb gyfathrebu.
  • datblygu sgiliau iaith
  • datblygu sgiliau gwrando
  • dysgu bod rhaid i’r corff ymlacio a chael cwsg
  • datblygu’r gallu i ymlacio
  • datblygu mwynhad o lyfrau a cherddoriaeth
  • mwynhau gyda ffrindiau.

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How to support toilet training

Sut i gefnogi hyfforddiant i ddefnyddio’r toiled

Toilet Training

When toilet training toddlers, there is a need to identify and understand their stages of development and realise that every child develops in their own time. Supporting toddlers to develop this skill requires respect and a lot of patience from childcare workers. Toddlers do not start to use the toilet until they understand the need to do so:

  • The brain needs to have developed to understand the message that the bladder or bowel is full.
  • There is no right way or time to start this process.
  • There is no point rushing the child. It is better to leave it until they show an interest.
  • A child between 12 and 18 months may know that they have wet themselves, but they will have not yet developed the understanding that they need to go to the toilet.
  • The child needs to be able to use language to tell the childcare worker that they need to go to the toilet or express this through body language.
  • A nappy that stays dry for a long time is a sign that the child is ready to start to use the toilet. This shows that the child has started to develop control of their bladder.

Before the child starts using the toilet, the childcare worker 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 familiar with using nappies and pull-up pants at home, it is essential that this practice continues in the setting.
  • Childcare workers need to know whether the child uses a training seat or not.
  • If the child uses a small step to lift themselves up to the toilet, a step should be available in the setting too.
  • It must be ensured that the child is wearing clothes to facilitate the process. Trousers with an elasticated waist will be easy to pull up and down if the child is in a hurry to use the potty or toilet.
  • Never compare one child with another because everyone is different, and everyone learns and develops in their own time.

This will make the child feel comfortable when learning to use the toilet in the setting.

Toilet training is much easier when the weather is nice:

  • The child can be left in their underwear in the home or setting and they can wear shorts when they are outside or away from the home.
  • The child can move or run around without nappies to see and feel what happens when they 'have an accident'.
  • Toilet training should not be limited to nice weather alone.
  • Learning needs to be fun and it is important that the childcare worker never loses their temper or gets angry if the child does not reach the toilet in time.
  • This will make the child feel anxious and reluctant to use the toilet.

It is good practice to leave a potty in the lavatory so that the child can use it if required.

  • If the toddler shows an interest in the potty, the childcare worker should react positively.
  • The potty should be kept in the lavatory to show respect to the child and give them privacy. This will also prevent cross-infection.
  • If the toddler is still in nappies, it may be useful to sit the child on the potty after they have wet or soiled themselves in order to show them where everything should go.
  • The toddler should not be forced to sit on the potty; the nappy should be put back on and the potty should be set aside for a couple of days.
  • Try again when the child shows more interest.
  • The child will stop using the potty in their own time. They should not be forced or rushed.

A child will have regular accidents as they do not understand the body signals to say that they need to go to the toilet until it is too late:

  • 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 childcare worker needs to remind the child from time to time.
  • At times, the child will be disappointed that they have not reached the toilet in time.
  • The childcare worker needs to be sensitive, providing support and encouragement when this happens.
  • When a child has an accident, they need to be changed in private out of the view of other children.

It is completely natural for toddlers to wet the bed at night even though they are dry during the day. This will stop as they grow older and go all day without accidents.

Developing the skill of using the toilet is a big step for children in terms of acquiring independence skills. Some children will master the routine sooner than others, but it is important that the childcare workers do not compare children and differentiate between them.

  • They will experience changes which can have a considerable impact on them emotionally.
  • They will have to change from using snug-fitting nappies 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. Seeing everyone 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.
  • Childcare workers will need to be close by in case the child needs support when removing their underwear and putting their underwear back on.
  • Childcare workers can also show that they use the toilet by telling the toddler when they go to the toilet.
  • As part of the process of going to the toilet, the toddler 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 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.

Enforcing these routines from the outset will ensure continuity as the child grows older.

Whichever way the toddler learns to use the toilet, they will need positive support from their parents/carers and childcare workers. They may not want to use nappies and pull-up pants or the potty at all, going straight on to use the toilet.

Whatever the child chooses, the childcare workers role is to help them develop their routine successfully. The child may be rewarded for using the potty or toilet. A toy may be provided to engage the child when they are sitting on the potty/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 toddler. The reinforcement approach depends on the toddler's personality and how the parents/carers wish to use it. It is important that all staff within the setting are aware of every child's toilet training routine. This will facilitate learning.

Further reading:

http://bit.ly/2KVg8Ac

http://bit.ly/2ZllzSi

Mae’n rhaid i gweithwyr gofal plant 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 bach i ddefnyddio’r toiled yn gywir. Ni all plant bach ddechrau defnyddio’r toiled tan eu bod wedi datblygu i ddeall yr angen i’w ddefnyddio.

  • Mae angen bod yr ymennydd wedi datblygu i ddeall y neges bod y bledren neu’r perfedd yn llawn.
  • Nid oes amser cywir na ffordd gywir i ddechrau ar y broses hon ac mae hyn yn amrywio’n fawr o fewn teuluoedd.
  • Nid oes pwrpas rhuthro’r plentyn. Bydd ei adael tan ei fod tua 2 oed, neu pan fydd yn dangos diddordeb yn llawer gwell.
  • Rhaid i’r plentyn fedru defnyddio iaith i’w alluogi i ddweud wrth yr gweithiwr gofal plant ei fod angen mynd i’r toiled neu ddangos drwy ddefnyddio iaith y corff.
  • Arwydd bod y plentyn yn barod i ddysgu defnyddio’r toiled yw cewyn sych am gyfnodau hir. Mae hynny’n dangos fod y plentyn yn dechrau datblygu rheolaeth dros y bledren.

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 a gwneud y broses yn fwy cymhleth i’r plentyn bach.

  • Os yw’r plentyn yn gyfarwydd â defnyddio cewynnau a phants tynnu i fyny yn y cartref, mae’n hanfodol bod yr gweithiwr gofal plant yn ymwybodol o hyn fel y gall yr arfer barhau yn y lleoliad.
  • Mae angen gwybod a yw’r plentyn yn defnyddio sedd hyfforddiant sy’n cael ei osod ar y toiled neu beidio.
  • Os yw’r plentyn yn defnyddio step fechan i wthio ei hun i fyny i’r toiled, yna dylai bod un ar gael yn y lleoliad hefyd.
  • Mae gwisgo trowsus gyda chanol elastig yn hawdd i’w tynnu i lawr ac i fyny.
  • Ni ddylid cymharu un plentyn gyda phlentyn arall gan fod pawb yn wahanol ac mae pawb yn dysgu a datblygu ar adegau gwahanol.

Bydd hyn oll yn gwneud y plentyn i deimlo’n gyfforddus iawn wrth ddysgu defnyddio’r toiled yn y lleoliad.

Mae’n llawer haws dysgu sut i ddefnyddio’r toiled pan mae’r tywydd yn braf:

  • Gellir gadael y plentyn mewn dillad isaf yn y tŷ neu’r lleoliad a gwisgo siorts pan fydd i ffwrdd o’r cartref neu y tu allan.
  • Mae’r plentyn yn gallu symud neu redeg o amgylch heb gewynnau gan weld a theimlo beth sy’n digwydd pan mae’n ‘cael damwain’.
  • Nid yn ystod tywydd braf yn unig y dylid dechrau dysgu plant sut i ddefnyddio’r toiled.
  • Mae angen bod y dysgu’n hwyl ac mae’n bwysig nad yw’r gweithiwr gofal plant yn colli tymer a mynd yn ddig os yw’r plentyn yn methu â chyrraedd y toiled mewn pryd.
  • Bydd hyn yn gwneud y plentyn yn bryderus ac yn gyndyn i ddefnyddio’r toiled.

Mae’n arfer dda i adael poti yn ystafell toiled fel bod y plentyn yn medru ei ddefnyddio os yw ei angen.

  • Mae angen bod yn bositif pan fydd y plentyn bach yn dangos diddordeb yn y poti.
  • Dylid cadw’r poti yn yr ystafell toiled er mwyn dangos parch a rhoi preifatrwydd i’r plentyn. Bydd hyn hefyd yn lleihau risg o draws-heintiad.
  • Os yw’r plentyn bach yn dal i wisgo cewyn, mae’n syniad i eistedd y plentyn ar y poti ar ôl iddo ei wlychu neu ei faeddu er mwyn dangos iddo ble ddylai’r cyfan fynd.
  • Ni ddylid gorfodi’r plentyn bach i eistedd ar y poti; dylid rhoi’r cewyn yn ôl amdano a rhoi’r poti i'r naill ochr am rai diwrnodau.
  • Rhoi cynnig arni eto pan fydd y plentyn yn dangos mwy o ddiddordeb.
  • Bydd y plentyn yn rhoi’r gorau i ddefnyddio’r poti yn ei amser ei hun. Ni ddylid ei orfodi na’i ruthro.

Bydd plentyn yn cael damweiniau’n gyson gan nad yw’n deall yr arwyddion sydd gan y corff i ddweud bod angen mynd i’r toiled tan ei bod yn rhy hwyr.

  • efallai bydd hyn yn digwydd os yw’r plentyn yng nghanol gwneud rhywbeth ac nid yn sylwi bod angen mynd i’r toiled
  • mae angen i’r gweithiwr gofal plant atgoffa’r plentyn o bryd i’w gilydd
  • bydd achlysuron pan fydd y plentyn yn cael siom gan nad oedd wedi cyrraedd y toiled mewn pryd
  • mae angen i’r gweithiwr gofal plant fod yn sensitif gan gynnig anogaeth a chefnogaeth pan fydd hyn yn digwydd
  • pan fydd plentyn yn cael damwain, mae angen ei newid mewn lle preifat fel na fydd plant eraill yn medru ei weld.

Mae’n hollol naturiol i blentyn bach wlychu’r gwely yn y nos er ei fod yn cadw’n sych yn ystod y dydd. Bydd hyn yn peidio wrth iddo dyfu’n hŷn a mynd trwy’r dydd heb gael damweiniau.

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 gweithiwr gofal plant yn eu cymharu a gwahaniaethu rhyngddynt.

  • Bydd plentyn yn mynd trwy newidiadau a fydd yn cael cryn effaith arno yn emosiynol.
  • Bydd yn gorfod newid o wisgo cewyn 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.
  • Gall gweithwyr gofal plant hefyd ddangos eu bod yn defnyddio’r toiled trwy ddweud wrth y plentyn bach pryd maen nhw’n mynd.
  • Fel rhan o’r broses o fynd i’r toiled, bydd angen i’r plentyn bach ddysgu sut mae sychu ei hun yn gywir gan wneud yn siŵr bod merched yn sychu ei hun o’r blaen i’r cefn er mwyn atal haint yn yr ardal genhedlu.
  • Mae hefyd angen dysgu am bwysigrwydd golchi dwylo ar ôl bod yn y toiled, a hyn er mwyn sicrhau hylendid da gan fod bacteria’n bresennol mewn carthion.

Bydd cynnal yr arferion hyn o’r cychwyn cyntaf yn cadarnhau parhad wrth i’r plentyn bach dyfu’n hŷn.

Pa bynnag ffordd y mae’r plentyn bach yn dysgu defnyddio’r toiled, mae angen ei fod yn derbyn cefnogaeth bositif gan ei rieni/gofalwyr a’r gweithwyr gofal plant. Efallai na fydd am ddefnyddio’r cewynnau a phants tynnu i fyny o gwbl neu fe fydd yn gwrthod defnyddio’r poti ac angen mynd i’r toiled yn syth.

Beth bynnag fydd dewis y plentyn, rhaid ei gefnogi er mwyn datblygu’r arfer yn llwyddiannus. Gellir cynnig atgyfnerthiad drwy roi gwobr i’r plentyn am ddefnyddio’r poti neu’r toiled. Gellir cynnig tegan i ddiddori’r plentyn pan fydd yn eistedd ar y poti/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 ddefnyddio siart sticeri fel cymhelliad er mwyn annog y weithred hon a’i gwneud yn un llawn hwyl a sbri i’r plentyn bach. Mae’r atgyfnerthiad yn dibynnu’n union ar bersonoliaeth y plentyn bach a sut mae rhieni/gofalwyr yn dymuno ei weithredu. Mae’n bwysig bod yr holl staff o fewn y lleoliad yn ymwybodol o drefn pob plentyn unigol wrth ddysgu defnyddio’r toiled. Bydd hyn yn arwain at y broses o ddysgu i fod yn un hwylus a llwyddiannus.

Darllen pellach:

http://bit.ly/2KVg8Ac

http://bit.ly/2ZllzSi

Hint 3: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

Awgrymiadau 3: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

How to carry and hold toddlers/children safely

Sut i gario a dal plant bach/plant yn ddiogel

A babay sleeping in Mother's arms

Childcare workers need to be able to carry and hold toddlers and children safely. This safeguards the toddler/child and the childcare worker. There are many ways to move and carry toddlers and children safely and childcare workers need to understand and learn the best ways of doing so. The setting should have a specific policy on how to hold and carry toddlers and children safely. Childcare workers should comply with the moving and positioning policy in accordance with their role and responsibilities. This policy is based on the regulations below.

Manual Handling Operations Regulations 1992

It considers ways to undertake a variety of activities in relation to lifting and carrying, moving things from one place to another, stretching to reach things, pulling, pushing, lowering. Moving children, animals or other living things could also be considered. The risks associated with the manual handling of any item must be considered as it could damage the body. Appropriate action should be taken in order to ensure the health and safety of each individual. The regulations give clear guidelines with regard to how to undertake manual handling operations safely and draw attention to the risks and how to minimise the risk of injury. They also refer to good techniques to use in order to take care of the body.

  • If lifting a toddler from a pushchair, the legs should be bent and the body lowered to the toddler's level so that the strain is not entirely on the back.
  • Care should be taken when lifting a child from a high chair, especially if the chair has a table attached. Sometimes, toddlers will refuse to bend their legs placing more strain on the person attempting to lift them.
  • When lifting a child up from the floor, the tripod technique should be used. This involves placing one foot by the side of the child and bending on one knee.
  • Usually the toddler will be able to help by lifting their arms in order to hold the person who is lifting them. On the other hand, the toddler may have a tantrum and stiffen their body, which makes it very difficult for them to be lifted. At such times, it is better to leave the child until they calm down. There should be nothing in the vicinity of the child which could cause them any harm.
  • Although slightly older children are energetic, they sometimes experience periods of fatigue and will need to be lifted or they may need to be lifted from a hazardous place.
  • Some toddlers need to be lifted regularly. They will start to develop independence by leaving the adult in order to explore the environment, but they will then return to find comfort and in order to feel safe.
  • The child can be lifted without supporting the head and neck. Toddlers can also be carried by keeping their backs close to the chest of the individual carrying them. One hand should be placed around their waist and the other under their bottom. The child will be able to look around when being carried like this.
  • They can also be bounced up and down playfully in this position as well as comforted by rocking them to and fro.

Actions to take when lifting a toddler:

  1. Stand in front of the toddler and go down into a squat position.
  2. Put one arm around their back and the other under their bottom.
  3. Use the muscles in your legs to stand and carry the child.
  4. Hold the child close to you.
  5. Don’t carry a child on your side for long periods as this will avoid putting strain on one side of the body.

Mae angen i gweithwyr gofal plant allu cario a dal plant bach a phlant mewn ffordd ddiogel. Mae hyn yn bwysig o ran diogelwch y plentyn a’r gweithiwr gofal plant. Mae sawl gwahanol ffordd o gario a dal plant ac mae angen i’r gweithiwr gofal plant ddeall a dysgu am y ffordd orau o wneud hyn. Dylai fod polisi penodol o fewn y lleoliad ar sut i ddal a chario plant yn ddiogel. Mae’r canllawiau hyn wedi’u cynnwys yn y polisi ‘symud a lleoli’. Dylai’r gweithiwr gofal plant weithio mewn ffordd sy’n cydymffurfio â’r polisi yn unol â’i rôl a’i gyfrifoldebau. Mae’r polisi hwn yn deillio o’r rheoliadau isod.

Rheoliadau Gweithrediadau Codi a Chario 1992

Mae’n ystyried y ffyrdd i ymgymryd ag amrywiaeth o weithgareddau codi a chario, symud pethau o un man i’r llall, ymestyn i nôl pethau, gwthio, tynnu, codi, gostwng. Gellir hefyd ystyried symud plentyn, anifail neu unrhyw beth arall byw. Mae’n rhaid ystyried y risgiau wrth godi a chario unrhyw beth gan y gall y weithred niweidio’r corff. Mae angen cymryd y camau gweithredu cywir er mwyn sicrhau iechyd a diogelwch pob unigolyn. Mae’r rheoliadau’n cynnig canllawiau clir ar sut i godi a chario’n ddiogel gan dynnu sylw at y risgiau a sut i leihau’r risg o anaf. Yn ogystal, ceir cyfeiriadau at dechnegau da i’w defnyddio er mwyn cymryd gofal o’r corff.

  • Os yn codi plentyn bach allan o gadair wthio mae angen plygu’r coesau gan fynd lawr i lefel y plentyn bach fel na fydd y pwysau i gyd yn cael ei roi ar y cefn.
  • Bydd angen bod yn ofalus wrth godi plentyn allan o gadair uchel yn enwedig os oes gan y gadair fwrdd sefydlog. Weithiau bydd y plentyn bach yn gwrthod plygu ei goesau gan roi fwy o straen ar y person sy’n ceisio ei godi.
  • Wrth godi plentyn o’r llawr, mae angen defnyddio’r dechneg trybedd (tripod), sef rhoi un droed wrth ochr y plentyn a mynd i lawr ar un ben-glin.
  • Gan amlaf bydd y plentyn bach yn medru helpu gan godi ei freichiau er mwyn gafael yn y person sy’n ei godi. Ar y llaw arall bydd plentyn bach yn medru strancio a dal ei gorff yn stiff sydd wedyn yn ei wneud yn anodd iawn i’w godi. Ar adegau fel hyn mae’n well gadael y plentyn nes ei fod wedi tawelu. Dylid sicrhau nad oes yna rywbeth o amgylch y plentyn sy’n gallu ei frifo.
  • Er bod gan blant sydd ychydig yn hŷn lawer o egni, byddant weithiau yn cael cyfnodau o flinder a bydd angen eu codi a’u magu neu efallai bydd angen eu codi o fan peryglus.
  • Mae rhai plant bach angen cael eu codi yn gyson. Byddant yn dechrau datblygu annibyniaeth wrth fynd i ffwrdd o’r oedolyn er mwyn archwilio’r amgylchedd ond yna byddant yn dod nôl i chwilio am gysur ac i deimlo’n ddiogel.
  • Gellir codi’r plentyn heb gefnogi’r cefn a’r gwddf. Gellir hefyd gario’r plentyn bach trwy gadw ei gefn yn agos at frest yr unigolyn sy’n ei gario. Mae angen rhoi un llaw o amgylch ei ganol a’r llaw arall o dan y pen ôl. Bydd y plentyn yn medru edrych o gwmpas wrth gael ei gario yn y safle hwn.
  • Gellir hefyd ei fownsio i fyny ac i lawr yn chwareus yn y safle hwn yn ogystal â’i gysuro trwy ei siglo yn nôl ac ymlaen.

Camau i’w cymryd wrth godi plentyn bach:

  1. Sefwch o flaen y plentyn bach ac ewch lawr ar eich cwrcwd (squat).
  2. Rhowch un fraich o amgylch y cefn a’r fraich arall o dan y pen ôl.
  3. Defnyddiwch y cyhyrau yn eich coesau i sefyll a chodi’r plentyn.
  4. Daliwch y plentyn yn agos atoch.
  5. Peidiwch â chario plentyn ar eich ochr am gyfnodau hir gan y bydd yn rhoi straen ar un ochr y corff.

Hint 4: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

Awgrymiadau 4: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

Monitoring physical care routines, reporting them and communicating them in line with workplace/setting policies

Monitro arferion gofal corfforol, eu cofnodi a rhoi gwybod amdanynt yn unol â pholisïau’r lleoliad

Happy Children

Physical care is an essential part of a toddler/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.

Childcare workers need to work in a way that considers each child as an individual and this planning work needs to be shared with other workers. They should work closely with all members of staff within the setting in order to discover what is best for the children. 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 childcare worker 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 childcare worker 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 or if they have had a sleep in the morning before coming to nursery in the afternoon. The relationship between the setting and the home is essential in order to ensure the best possible care for the toddler/child.

The childcare worker needs to keep records so that information about toddlers/children 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 toddler/child 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 toddler/child 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 toddler/child grows and develops, physical care routines will change, and the childcare worker will need to work in a way which acknowledges these changes.

As toddlers and 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, e.g. using the potty.

When undertaking physical care routines with children, the childcare worker should be aware of any possible risks. For example, an infection developing when changing a nappy, damage to the back when lifting a toddler from the cot. It is essential that the childcare worker works in a way that ensures these risks do not affect their health. The childcare worker should read and understand the setting's policies in order to protect themselves from any dangers when caring for toddlers and children. For example, disposable gloves must be worn when changing nappies and hands must be washed after helping a toddler to use the potty. Such procedures will protect the toddler/child and the childcare worker.

Mae cynllunio ar gyfer arferion gofal corfforol plant yn rhan o waith yr gweithiwr gofal plant. Mae gofal corfforol yn rhan hollbwysig o fywyd y plentyn bach/plentyn ac yn gam annatod tuag at ddatblygu annibyniaeth. Mae’n hyrwyddo iechyd a llesiant unigolion ac yn datblygu eu hyder a’u hunan-barch i gymryd rhan weithredol o fewn y gymdeithas.

Mae angen i’r gweithiwr gofal plant weithio mewn ffordd sy’n ystyried pob plentyn fel unigolyn ac mae angen i’r cynllunio hwn gael ei rannu ymysg gweithwyr eraill. Mae angen gweithio’n agos gyda’r holl staff o fewn y lleoliad er mwyn darganfod beth sydd orau ar gyfer y plant. 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 gweithiwr gofal plant i lunio trefn ddyddiol benodol ar gyfer y plant er mwyn diwallu eu hanghenion.

Mae’n hanfodol bod rhieni/ gofalwyr yn ymwybodol o drefn y lleoliad ar gyfer gweithredu arferion gofal corfforol. Dylai’r gweithiwr gofal plant eu hannog i holi unrhyw gwestiynau os yw hynny’n arwain at well dealltwriaeth o’r drefn. Nid yw plant bach/plant yn medru dweud os oes rhywbeth yn eu poeni neu os ydynt wedi cael cwsg yn y bore cyn cyrraedd y feithrinfa yn y prynhawn. Mae’r perthynas rhwng y lleoliad a’r cartref yn hanfodol os am sicrhau’r gofal gorau posib i’r plentyn bach/plentyn.

Mae angen i’r gweithiwr gofal plant weithredu dull cofnodi fel bod gwybodaeth am y plant yn cael eu cyfnewid 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 cwsg, defnyddio’r toiled neu olchi dwylo a gofal y croen. Nid oes fformat penodol ar gyfer cofnodi arferion gofal corfforol, ond mae angen i bob plentyn bach/plentyn dderbyn siart cofnodi ei hunain, bydd hyn yn arwain at gysondeb wrth ofalu amdanynt. Mae angen i’r cofnodion ddangos manylder:

  • Cysgodd Eli rhwng 2 a 3 o’r gloch.
  • Defnyddiodd Cai y poti am y tro cyntaf.
  • Golchodd Nia ei dwylo yn annibynnol.

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

Wrth i blant bach dyfu’n hŷn, bydd y cofnodion yn lleihau gan y byddant yn datblygu i gyfathrebu a dweud os ydynt eisiau rhywbeth, e.e. eisiau 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 bach neu os yw wedi dechrau ar ryw arfer corfforol newydd, e.e. dechrau defnyddio’r poti neu’r toiled.

Wrth ymgymryd ag arferion gofal corfforol plant, mae angen i’r gweithiwr gofal plant fod yn ymwybodol o risgiau posibl. Er enghraifft, datblygu haint wrth waredu gwastraff o’r poti neu wneud niwed i’r cefn wrth godi plentyn bach o’r gadair uchel. Mae’n hanfodol bod yr gweithiwr gofal plant yn gweithio mewn ffordd sy’n atal y risgiau yma rhag effeithio ar ei iechyd. Mae angen i’r gweithiwr gofal plant ddarllen a dilyn polisïau’r lleoliad er mwyn amddiffyn ei hun rhag unrhyw beryglon wrth ofalu ar ôl plant bach/plant. Er enghraifft, rhaid gwisgo menig tafladwy wrth waredu gwastraff o’r poti a golchi dwylo ar ôl cynorthwyo plentyn bach i ddefnyddio’r poti neu’r toiled. Bydd gweithdrefnau o’r fath yn amddiffyn y plentyn bach/plentyn a’r gweithiwr gofal plant.

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