A Healthy Environment

3.1 Ventilation

The germs that cause some diseases spread through tiny particles that are so light they remain suspended in the air. Diseases such as measles, chickenpox and COVID-19 can be spread when people breathe in air contaminated with these particles. This is called airborne transmission.

Ventilating indoor spaces with fresh air reduces the risk of airborne transmission.¹⁷ Frequently bringing in fresh, clean air dilutes the concentration of the tiny particles and they can no longer spread disease to other people.

There are 3 ways to improve ventilation:¹⁸

• natural – bringing in outside air by opening windows and doors
• mechanical – using air-conditioning and heating systems to bring outside air in (air-conditioning systems that recirculate air but do not bring in outside air are not mechanical ventilation)
• augmented – using air purifiers with HEPA (high-efficiency particulate air) filters to clean the air.

Use natural ventilation wherever possible. Mechanical methods may be useful when natural methods are not practical due to the weather or if the building design does not encourage airflow.

Some education and care services may have air purifiers, which can be helpful when natural methods are not practical. Air purifiers are effective at removing airborne germs but must be used correctly and maintained properly to stay effective.

Using outdoor areas as much as possible can also help minimise the spread of airborne infections.

Ventilation requirements for early childhood centres are outlined in the ACECQA Quality Area 3 – ‘Physical environment’ and the National Construction Code. See Quality Area 3 for further advice on ventilation.

3.2 Cleaning

Some harmful germs can survive for periods of time in the environment, usually on surfaces such as benchtops, doorhandles and toys. How long a germ can survive on a surface depends on the type of germ, the type of surface, temperature and humidity, and how often the surface is cleaned. Regular cleaning reduces the number of germs in the environment and breaks the chain of infection.

Cleaning equipment and products

You should have ready access to cleaning equipment and products, even if an external provider usually cleans your service.

Cleaning equipment

Appropriate cleaning equipment for education and care services includes:

• disposable cloths, or cloths that can be washed in a washing machine using hot water
• utility gloves
• buckets
• mops with detachable heads (so you can wash them in a washing machine using hot water)
• a vacuum cleaner (a vacuum fitted with HEPA filters is recommended, but if this is not available, try to finish vacuuming before children enter rooms to allow time for dust to settle)
• a dishwasher
• a washing machine that uses hot water
• a clothes line or dryer.

Keep cleaning equipment well maintained, clean, and stored in a way that allows it to dry between uses.

Consider colour-coding the cloths and sponges for each area so that it is easier to keep them separate. For example, bathroom is red, kitchen is green, general is blue and yellow is infectious.

Wear utility gloves when cleaning. Wash your hands after taking the gloves off. Utility gloves should be washed and dried between uses.

Cleaning products

Cleaning products suitable for use in education and care services include:

• detergent for general cleaning
• disinfectants (general-purpose disinfectant or bleach)
• dishwashing liquid
• dishwashing tablets, if a dishwasher is used
• washing powder or liquid, if laundry is done on the premises.

When choosing cleaning products, always consider the product’s effectiveness against harmful germs. Appropriate cleaning products for education and care services are those that are specifically labelled and intended for cleaning. These cleaning products have consistent and standardised ingredients that are effective against germs.

Do not use domestic kitchen products such as vinegar or bicarbonate of soda as cleaning products – they are not as effective against germs.¹⁹

Always use the products at the right strength (that is, diluted correctly) to ensure they are effective. Follow the instructions on product labels and use the product correctly and for the correct purposes.²⁰

Store all cleaning products appropriately, away from children.

Environmental sustainability

Education and care services can consider environmental sustainability in their service.²¹ For the Staying healthy guidelines, this is most relevant in cleaning procedures.

Single-use products such as cleaning cloths are the safest to use to break the cycle of infection. But multiple-use products can also be effective, if they are washed and dried properly between uses.

Services can buy sustainable supplies, such as:

• forest-friendly or recycled paper products (for example, paper towels)
• eco-friendly cleaning and disinfecting products – but only if they are sold as effective cleaning products (for example, not vinegar or bicarbonate of soda)
• bulk supplies to minimise packaging waste.

When to clean

Clean up any spills of body fluids immediately.

Clean these types of areas frequently:

• Horizontal surfaces and frequently touched surfaces – particles produced by coughing and sneezing contain germs and fall towards the ground, landing on horizontal surfaces. Hands also transfer germs onto surfaces that children and all staff frequently touch (for example, doorhandles, light switches, toys). Clean horizontal and frequently touched surfaces at least once a day. Clean them again if they become visibly dirty or contaminated with blood or other body fluids.
• Wet areas – The kitchen/food preparation area, toilets and nappy changing areas are wet areas. Many germs thrive in wet or damp conditions, so wet areas are likely to become contaminated with germs and be sources of germs that spread to other areas. For this reason, keeping kitchens and bathrooms clean and dry is a most important step to break the chain of infection. Clean these areas at least once a day. Clean them again if they become visibly dirty or contaminated with blood or other body fluids.

Table 3.1 shows how often to clean various surfaces and areas.²² If a separate organisation provides or supervises cleaning services for your service, tell its cleaning staff about the requirements in Table 3.1.

How to do routine cleaning

Routine cleaning (also called environmental cleaning) is regular cleaning that reduces the number of harmful germs that survive on surfaces in the education and care service.²³ Spills of any body fluids need extra cleaning.

How to clean hard surfaces

‘Hard’ surfaces are surfaces that are waterproof or impermeable to liquid. They include tables, hard floors, taps and basins. A surface that is waterproof but feels soft (such as a vinyl sofa) is a ‘hard’ surface for cleaning purposes. Hard surfaces are recommended for education and care services to make cleaning easier.

Routine cleaning with detergent and water, followed by rinsing and drying, is the best way to remove harmful germs from hard surfaces.

• Detergents help loosen the germs so that clean water can rinse them away.
• Mechanical cleaning (scrubbing the surface) physically removes germs.
• Rinsing with clean water removes loosened germs and detergent residue from the surface.
• Drying the surface makes it harder for germs to survive or grow.

Make up fresh detergent and water every day in a clean, dry container. The mixture should be made up fresh daily to stop germs from growing in the container. Label the container with the time and date of mixing and the type of detergent. Empty out any mixture from the previous day and rinse the container before refilling. Do not top up the container with water during the day because this dilutes the mixture, making it less effective.

If you are using the mixture in a spray bottle, spray the surface heavily and rub it. Spraying a surface with a fine mist and then wiping it dry with a cloth or paper towel is not enough to dislodge germs.

Warm water is recommended when cleaning because this makes it easier to remove dirt from a surface. However, cold water and a little extra scrubbing can also clean effectively.

Start the cleaning process in the cleanest areas and finish in the dirtier areas. This helps to prevent cross-infection because it decreases the risk of contaminating a clean room with germs from a dirty room.

How to clean soft materials

‘Soft’ materials can absorb water and other liquids, and are usually made of cloth.

Common soft materials used in education and care services include sheets, towels and tea towels. Most of these should be washed every day (see also When to clean).

Wherever possible, other soft materials in the service should be removeable to allow laundering. For example, items such as sofas, soft chairs and beanbags should either be made of impermeable materials or have removable cloth covers that are laundered regularly.

Effective laundering involves:

• washing with detergent in a machine on a hot setting (≥60 °C)
• drying in sunlight OR drying in a tumble dryer on a hot setting (≥40 °C)
• drying items completely before storing them or using them again.

You do not need to wash contaminated cloth items separately as long as the water is at the correct temperature and the correct amount of detergent is used. This applies to cloth items used by a child who is sick or that are contaminated with body fluids. Examples include bed linen used by a child with a respiratory infection or gastroenteritis, or a towel with blood or vomit on it.

For more on cleaning specific soft items, see the relevant sections in Special considerations:

• Clothing
• Linen
• Carpets, mats and curtains
• Cushions
• Toys and books.

How to clean spills of body fluids

Accidental spills of body fluids – including blood, vomit, urine and faeces – are common in education and care services.

All body fluids should be treated as if they are infectious. Promptly removing the spilled substance and cleaning and disinfecting the area reduces the risk of spreading infection to other children and staff.²⁴

Spill kit

Have a spill kit handy for educators and other staff to use. The spill kit can be a bucket filled with all the necessary equipment to clean up a spill, including:

• disposable gloves (such as you would use for nappy changing)
• utility gloves (heavy-duty gloves, used for cleaning)
• paper towel
• disposable cloths or sponges
• a disposable scraper and pan
• detergent
• disinfectant.

You may also want to include a disposable apron in the kit to protect staff and their clothes. For large spills, have absorbing agents such as kitty litter or large disposable pads readily available.

Spill cleaning process

When a spill occurs, clean it up as soon as possible. Place a safety sign around the spill to keep people away until it can be cleaned.

1. Put on disposable gloves.
2. Wipe up the spill immediately with a damp cloth, tissue or paper towel. If the spill is larger, cover it with an absorbing agent such as kitty litter or large disposable pads. Use a disposable scraper and pan to scoop up the absorbent material and any unabsorbed body fluids.
3. Put the cloth, tissue, paper towel, absorbing agent and scraper into a plastic bag. Seal the bag and put it in the rubbish bin.
4. Remove disposable gloves and put them in the rubbish bin. This is because they may have become contaminated when you wiped up the spill.
5. Wash your hands with soap and water.
6. Put on clean utility gloves, wash the surface with detergent and warm water (see Basic steps) and dry with paper towels.
7. Wipe the area with disinfectant and allow to dry.
8. Remove utility gloves and wash your hands with soap and water.

The process is the same for spills on hard or soft surfaces.

Avoid direct contact with body fluids when you are cleaning the spill. Cover any cuts or abrasions on your hands with waterproof dressings, and wear gloves. You do not need to use protective equipment (for example, face shields or eyewear) when cleaning, but eyewear is recommended if body fluids may splash into your eyes.

Disinfectants

Disinfectants are chemical substances used to destroy harmful germs. Each disinfectant has an active ingredient that attacks germs.

To kill germs, any disinfectant must be:

• effective against those specific germs
• used at the right concentration
• applied to a surface that has already been cleaned with detergent and water, and dried.

Education and care services can use either a commercially available general-purpose disinfectant or bleach to wipe the area after a spill of body fluid:

• General-purpose disinfectants can be a liquid disinfectant or a disinfectant wipe. Services should purchase disinfectants that are labelled ‘hospital-grade’ or similar, to ensure they are effective. If using liquid disinfectant, follow the manufacturers’ instructions for dilution and use. In general, dilute just before use and do not store in spray bottles because disinfectants lose their effectiveness with time.
• Bleach is an effective disinfectant, particularly against bloodborne viruses. However, it can cause respiratory issues and may damage some surfaces, especially when concentrated. You do not need bleach for routine disinfection. Always prepare bleach solutions according to the manufacturer’s instructions. You can also use the Chlorine dilutions calculator, which tells you how much bleach to dilute with water to get the desired concentration (parts per million).

Do not use domestic kitchen products, such as vinegar, as cleaning products or disinfectants.

Disinfectants may also be needed for more intense cleaning during disease outbreaks. If there are 2 or more cases of gastroenteritis in the education and care service, refer to your state or territory public health guidelines for the management of gastroenteritis outbreaks in education and care services or contact your local public health unit who will provide further advice.

Special considerations

Some areas and items in education and care services need special consideration to prevent the spread of infectious diseases.

Areas

Bathrooms and toilets

Clean bathrooms and toilets at least once a day, and more often if they are visibly dirty.

Nappy change area

To keep the nappy change table clean:

• After each nappy change and at the end of each day, wash the nappy change surface well with detergent and warm water. Rub with paper towel or a cloth as you wash. To rinse, wet a new paper towel or clean cloth with clean water, and wipe the surface to remove detergent. Repeat if needed. Dry the surface with a clean paper towel or clean cloth.
• Put the paper towels in the bin, or put the cloths into a laundry hamper for washing. There will be many harmful germs on the cloths, and they cannot be used again until they have been washed.
• If body fluids get on the nappy change surface, use a disinfectant on the surface after cleaning it with detergent and warm water.
• Change surfaces during the day to help prevent germs. For example, you can have 2 change mats and swap them, or cover a change mat with a waterproof sheet and remove it halfway through the day. Clean the morning change mat or waterproof sheet with detergent and water and leave it to dry, preferably outside in the sun.
• Always wear utility gloves when cleaning the nappy change surface. Remove the gloves and wash your hands when you finish cleaning.

For more details on nappy changing procedures, see section 2.5 Nappy changing and toileting.

Outdoor areas

Outdoor areas should be cleaned according to the type of surface: 

• Plastic and metal surfaces that are touched often should be cleaned with detergent and water when visibly dirty.
• Wooden surfaces such as play structures, tables and benches do not need to be cleaned.
• Footpaths and groundcovers do not need to be cleaned.

Spraying cleaning products or disinfectants in outdoor areas, is not necessary or effective.²⁶

Ensure there is no stagnant water in outdoor areas.

After playing outside, children should wash their hands with soap and water.

Sandpits

Sandpits can be a source of fun and stimulation, but they are also a potential source of infection. Keep them clean and well maintained. Sand should be at least 50 cm deep.²⁷

Cover sandpits with a tight-fitting animal- and vermin-proof cover when the education and care service is unattended. This prevents contamination from animal faeces and protects sandpits from accumulating sharp or dangerous objects, such as large sticks and broken glass.

Rake sand every day and expose it to the sun to help kill harmful germs. Raking helps with screening for foreign objects and contamination.

Remove any sand that is contaminated by:

• food
• human or animal faeces
• blood
• body fluids (for example, urine, vomit).

Use a shovel and dispose of the sand in a plastic bag. If the sand has been extensively contaminated, such as through a large spill of body fluids, replace all the sand.

Dig deeply through sandpits at least once a month to reduce moisture in the sand and allow exposure to sunlight.²⁸ Replenish the sand when the level drops 10 cm below the top edge of the sandpit.

Items

Carpets, mats and curtains

Carpets and mats should be vacuumed daily and steam cleaned at least every 6 months. Curtains should be washed every 6 months and when they are visibly dirty. Spot-clean carpets, mats and curtains if a small area is visibly dirty.

Clothing

Clothing can carry harmful germs, so regular laundering of staff clothing, aprons and childrens dress-up clothes is recommended. All items should be laundered as soon as possible if there is a disease outbreak. 

Cots

Follow this procedure to clean a child who has got body fluids on themselves and a cot.

1. Wash your hands and put on disposable gloves.
2. Clean the child.
3. Remove your gloves and place in the bin.
4. Dress the child and wash the child’s hands and your hands.
5. Put on utility gloves.
6. Clean the cot.
   • Remove most of the soiling or spill with absorbent paper towels.
   • Place the soiled linen in a plastic-lined, lidded laundry bin.
   • Remove any visible soiling of the cot or mattress by cleaning thoroughly with detergent and warm water.
7. Remove your gloves and clean your hands.
8. Once the mattress is dry, make up the cot with clean linen. 

Crockery and cutlery

All crockery, cutlery and serving utensils should be washed after every use. No special treatment is needed for items that have been used by people who are sick, if the water is at the correct temperature.

If the service has a dishwasher, all items should be washed on a hot setting (≥60 °C) and dried before using again.

If the service does not have a dishwasher, all items should be washed in hot water with dishwashing liquid, and dried completely before storage or reuse. They can be dried on a drying rack or using a clean tea towel. Do not use soiled or wet tea towels. Used tea towels should be washed and dried every day.

Cushions

Make sure that all cushions, including large floor cushions, have removable cushion covers. Change and wash these regularly, as well as when they are soiled with body fluids or are visibly dirty (see Table 3.1).

Dummies

Never let children share dummies. When not in use, store dummies in individual plastic containers labelled with the child’s name. Store dummies out of children’s reach, and do not let a dummy touch another dummy or toy.

Linen

Wash linen (such as sheets and towels) in detergent and hot water. Do not carry used linen against your own clothing or coverall – take it to the laundry in a basket, plastic bag or alternative carrier.

Wear gloves when handling linen with faeces on it. If washed at the education and care service, linen with faeces on it should be:

• rinsed to remove most of the contamination
• washed in hot water with laundry detergent
• dried in the sun or on a hot cycle in the clothes dryer.

If linen with faeces on it is to be washed by a laundry service or at the child’s home, place it in a plastic bag or waterproof bag for transport.

Play dough

Play dough has a high salt content, which discourages harmful germs from living and multiplying. The following steps reduce the risk of spreading infections when using play dough:

• Children and adults should wash their hands with soap and water or use hand sanitiser before and after using play dough.
• Make a new batch of play dough each week. Take out enough play dough for each day. Store the remaining play dough in an airtight container away from children.
• If a child puts play dough in their mouth, remove the dough and dispose of it in the bin.
• If play dough is contaminated (visible dirt, sticks, sand), dispose of it in the bin. 

Toothbrushes

Never let children share toothbrushes. Each toothbrush should be labelled with the child’s name. Toothbrushes should be replaced regularly.

Because bacteria can grow on wet toothbrushes, expose the bristles to the air and allow to dry after each use. Do not let toothbrushes touch or drip on one another. Store toothbrushes away from nappy change or toilet areas.

Store them out of the reach of children, but do not store them in individual containers, because this stops them from drying.²⁹

Toys and books

Washing toys effectively is very important to reduce the spread of disease.³⁰ Toys must be washed at the end of every day, especially those in rooms with younger children. Wash toys in warm water and detergent, and rinse them well.³¹ If they are made of suitable materials, you can clean toys in a dishwasher, but not at the same time as dishes. All toys, including cloth toys and books, can be dried by sunlight.

Only buy washable toys. Throw away nonwashable (soft) toys that are for general use. Individual soft toys may be assigned to a child and kept in the child’s cot for their use only. Check individual soft toys for visible dirt. Clean by wiping with a moist cloth with detergent on it, and allowing to dry. Keep damp or wet toys out of use until they are dry.

Check books for visible dirt. Clean if there is visible dirt by wiping with a moist cloth with detergent on it, and allowing to dry. Keep damp or wet books out of use until they are dry.

Remove toys for washing during the day. Start a ‘toys to wash’ box out of reach of children and place toys in it during the day if you see a child sneeze on a toy or put a toy in their mouth, or if the toy has been used by a child who is sick. You can split toys into 2 lots and rotate them between washing one day and in use the next.

In the nappy change area, have a box of clean toys and a box of toys to be washed. Give a child a clean toy if they need one while being changed. Immediately after the nappy change, place the toy in the ‘toys to wash’ box.

3.3 Food safety

Some harmful germs grow readily in food – in the right conditions, the number of bacteria in food can double every 30 minutes. Germs that are common on our skin and in the environment can cause food poisoning if they grow to large numbers in food. Germs that do not grow in food can still be passed from person to person in food.

For these reasons, food safety is an important part of infection control in education and care services. The best ways to prevent diseases spreading through food are:

• hand hygiene, particularly after toileting, before preparing and handling food, and just before eating
• not sharing food, plates or utensils
• preparing and storing food properly (see the Food safety standards in the Australia New Zealand Food Standards Code)
• keeping food preparation areas clean – the kitchen should be clean, fly-proof and vermin-proof.

It is recommended that the person who prepares and serves food should, wherever possible, not be the person who changes nappies or helps children go to the toilet. If this is not possible, staff should take extra care with hand hygiene and put on an apron before preparing food.

This section highlights the basic principles of food preparation. For more detailed advice on food safety, please refer to your education and care service’s food safety plan.

Basic food safety for meals and snacks

Before the meal or snack

• Always wash your hands with soap and warm water and dry them using a paper towel before handling food, even if you will be using gloves. Gloves are not a substitute for clean hands. There is no need to wear gloves when preparing food if your hands are clean and dry and your skin is not broken.
• Only prepare food if you are well (no symptoms of disease such as sore throat, runny nose, diarrhoea or vomiting) and have no sores on your skin.
• Clean the surfaces that will come in contact with the food with detergent and hot water and allow to dry. For specific cleaning procedures for food areas, see the Food safety standards in the Australia New Zealand Food Standards Code.
• Clean the utensils that are going to be used for the meal.
• Check that all children have washed their hands or used hand sanitiser before they eat or drink.

During the meal or snack

• Do not allow children to share individual eating or drinking utensils or take food from other children’s plates or bowls.
• If children are taking food from a common bowl or plate, make sure they understand that they must use tongs, spoons or other appropriate utensils to take the food they want to eat, and they cannot put food back. Remind them that they cannot touch shared food because this can spread germs that might make them or other children sick.
• Teach children to turn away from food and cough or sneeze into their elbow when they need to, and then to wash and dry their hands.
• Use a separate bowl and spoon for each baby you feed.
• If you are interrupted to care for another child while preparing food or spoon-feeding a baby, wash and dry your hands again before you continue.

Preparing and storing food

Always wash and dry your hands before handling food. Education and care services must have a hand basin (separate from the kitchen sink), and soap and disposable towels in the kitchen so that educators and other staff who are preparing food can easily wash their hands. Check your state or territory’s food safety legislation for any other requirements.

All staff working in the kitchen should have clean clothing. Staff should wear a clean apron or overalls when working in the kitchen.

Storing food at correct temperatures

The ‘temperature danger zone’ for food safety is between 5 °C and 60 °C. In temperatures inside this danger zone, bacteria grow easily.

Food that must be kept cold should be stored at or below 5 °C to prevent the growth of bacteria. Keep a non-mercury thermometer in your fridge so that you can check that the temperature is below 5 °C.

Frozen food should be kept at –18 °C or below,³² which is the normal operating temperature of a domestic freezer or freezer compartment. At these temperatures, food should be frozen solid. Defrost frozen food in the fridge, not on the kitchen bench.

Food does not become unsafe immediately when it is in the danger zone (between 5 °C and 60 °C). It should be safe at these temperatures for up to 4 hours, because it takes more than 4 hours for bacteria to multiply to dangerous levels.³³ However, remember to add up the total time the food has been at that temperature (for example, if the food has been taken in and out of the fridge). Throw out all food that has been in the temperature danger zone for 4 hours or longer. Throw out any food if you are not sure how long it has been in the danger zone.

For pregnant or immunocompromised people, you need to be more careful, even with food stored in the fridge. Follow any special recommendations from their healthcare provider.

Warming and cooling food

Australia’s food safety standards state that reheated food should reach 60 °C or above.³⁴ Heating to this temperature will destroy germs that may have grown in the food since it was cooked. As an extra precaution in education and care services, it is recommended that food to be served is reheated until it reaches 70 °C, and it should stay at this temperature for 2 minutes. This is because you may not know whether the prepared food has been within the temperature danger zone (5 °C to 60 °C).

Use a food thermometer to ensure that cooked or reheated food reaches the correct temperature.

Check that food has cooled before giving it to a child. Remove a small piece of food with a spoon to another plate and test the temperature of the food with your hand. Throw this piece of food away and wash the spoon.

Throw out all leftovers. Tell parents and carers what food their child left, but do not return the leftover food to the parents or carers.

Separating raw and cooked foods

Do not let raw meat come in contact with cooked food, because the raw meat may have germs in it.

To prevent cross-contamination between raw and cooked foods:

• keep raw and cooked foods separate, even in the fridge
• keep cooked food and ready-to-eat foods above raw food in the fridge
• use separate utensils and equipment (such as cutting boards and knives) for raw and cooked food.

Preparing and storing bottles

The Infant Feeding Guidelines provide evidence-based advice for healthcare workers about breastfeeding and infant feeding. The information here has been adapted from these guidelines to be most relevant for educators and other staff working in early education and care services.

Bottles of breastmilk and formula must be carefully prepared, stored and warmed. The same guidelines apply when you are preparing to give a baby a bottle as when you are preparing food for older children.

Preparing bottles

When preparing formula, always do hand hygiene first, and ensure that work surfaces, bottles and other equipment are clean. Wash bottles thoroughly with hot soapy water, then rinse and sterilise them before use.

Follow your service’s procedures carefully to sterilise bottles. Sterilisation methods include:

• boiling
• use of chemicals
• steaming.

Follow the formula manufacturer’s instructions carefully to prepare a bottle of formula.

Storing bottles

Bottles of formula or breastmilk must be refrigerated at 5 °C or below, or frozen. Keep a non-mercury thermometer in your fridge so that you can check the temperature. All bottles need to be labelled with the child’s name and the date the bottle was prepared or brought in by the parent or carer.

Formula

It is best to make up fresh formula for each feed and give it to the child as soon as it is ready. If this is not possible, the freshly made formula should be stored in the back of the refrigerator (where it is coldest).

Discard any made-up formula at the end of the day.

If a baby has drunk from a bottle but not finished it, do not store the remainder for later. Throw away any formula that is left over. Do not freeze or rewarm leftover made-up formula.

Breastmilk

Breastmilk can be stored in several ways:

• Refrigerated for 72 hours at 5 °C or lower (5 °C is the typical temperature of a standard fridge). Store breastmilk at the back of the refrigerator, not in the door.
• Frozen in a separate freezer section of a refrigerator for up to 3 months. If your freezer is a compartment inside the refrigerator, rather than a separate section with its own door, then only store the breastmilk for 2 weeks.
• Frozen in a deep freeze (–18 °C or lower) for 6 to 12 months.

When thawing frozen breastmilk, always use the oldest milk first. Frozen breastmilk can be thawed in the refrigerator and used within 24 hours. Alternatively, you can stand the bottle in a container of lukewarm water and use it straight away.

Never refreeze thawed breastmilk.

Warming bottles

Warm bottles once only. Do not allow a bottle to cool and then reheat it – this can allow harmful germs to grow.

Do not warm bottles of breastmilk or formula in the microwave.³⁵ Microwave ovens distribute heat unevenly. Water in the milk can turn to steam that collects at the top of the bottle, and there is a danger that the baby could be scalded.

To warm bottles:

• Stand the bottle in a container of warm water for no more than 15 minutes.³⁶
• Before feeding the baby, check the temperature of the milk by letting a little drop onto the inside of your wrist – it should feel comfortably warm or even a little bit cool.

Discard any warmed milk that has not been used.

Children’s cooking activities

Cooking is a safe and enjoyable activity for children in education and care services, provided you take a few simple precautions.

• Make sure children wash and dry their hands before and after the cooking activity.
• Always be aware of the dangers of heat.
• Tie up any long hair.

To reduce the chances of harmful germs spreading through food, children should only prepare food that will be cooked afterwards – any germs in the food will be destroyed when the food is cooked. Foods suitable for cooking activities include cooked biscuits, fresh pasta, soups and pizza.

Foods not suitable for cooking activities include biscuits or slices that do not need cooking and are therefore not exposed to high temperatures. Refrigeration does not kill germs.

However, if the food will not be cooked, the risk of spreading germs can be lowered if each child only prepares food that they will eat themselves.

Do not allow children to eat uncooked mixtures, such as uncooked biscuit dough or cake batter.

Children who have had diarrhoea or vomiting may return to the service if they have not had these symptoms for at least 24 hours, but should not participate in any cooking activities until they have not had these symptoms for at least 48 hours. If your service has recently had, or is currently experiencing, an outbreak of gastrointestinal disease, do not hold children’s cooking activities. Check with your local public health unit before resuming cooking activities.

Celebration cakes and blowing out candles

On their birthday, many children love to blow out the candles on a cake while their friends are singing ‘Happy birthday’. Cakes and candles may also be brought into the education and care service for other special occasions.

It is unlikely that blowing out candles will spread disease, unless the child who is blowing is sick or has been sick recently. If you want to minimise the risk from this activity, other options for celebrations include:

• using a separate cupcake with a candle for the birthday child to blow out, and providing enough cupcakes for all the other children or a large cake that can be cut and shared
• ‘clapping’ (rather than blowing) out the candle.

References

¹⁷ Murdoch Children’s Research Institute (2021). Research brief: COVID-19 in early childhood education and care and schools, MCRI, Melbourne.

¹⁸ Education.vic.gov.au (2023). School operations: ventilation and air purification, Victorian Government, Melbourne.

¹⁹ Rutala WA, Barbee SL, Aguiar NC, Sobsey MD & Weber DJ (2000). Antimicrobial activity of home disinfectants and natural products against potential human pathogens, Infection Control & Hospital Epidemiology 21(1):33–38.

²⁰ Department of Health and Aged Care (2023). Appropriate use of disinfectants: information for consumers, health professionals and healthcare facilities, Australian Government, Canberra.

²¹ Australian Children’s Education and Care Quality Authority (2016). Sustainability in children’s education and care, ACECQA, Canberra.

²² Centers for Disease Control and Prevention (2022). When and how to clean and disinfect a facility, CDC, Atlanta, US.

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