Embed Size (px)
Citation preview
BTEC
Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development
To support the specification
Edex
cel L
evel
3 B
TEC
Nat
ion
als
in
Chi
ldre
n's
Car
e, L
earn
ing
and
Dev
elop
men
t
October 2008
Tutor support
Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.
We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.
References to third party material made in this document are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Roger Beard Prepared by Phil Myers
All the material in this publication is copyright © Edexcel Limited 2008
Contents
Introduction 1
Unit 1: Positive Relationships for Children’s Care, Learning and Development 3
Unit 2: Positive Environments for Children’s Care, Learning and Development 15
Unit 3: Promoting Children’s Development 31
Unit 4: Reflecting and Developing Practice for Children aged 0-8 55
Unit 5: Safeguarding Children 73
Unit 6: Promoting Children’s Rights 89
Unit 7: Children’s Learning Activities and Play 105
Unit 10: Promoting Wellbeing and Resilience in Children 121
Unit 21: Combined Science for the Early Years Practitioner: Life processes and Living Things 129
Unit 31: Introduction to Playwork 139
Unit 32: The Playwork Environment 147
Unit 33: Self Directed Play 155
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
1
Introduction
This publication supports delivery of the Edexcel Level 3 BTEC National Award, Certificate and Diploma in Children’s Care, Learning and Development. It should be read in conjunction with the published specification (publication code BN018466).
All BTEC National units include an Essential guidance for tutors section. This brings together the unit’s abstract, learning outcomes, content and grading grid, providing an overview of how the unit may be delivered and assessed.
The tutor support materials in this publication are designed to supplement the guidance given in the units. They provide a suggested programme of learning where the unit content has been divided into a number of manageable teaching sessions.
Also included for each unit is a possible sample assessment activity drawn from the suggested programme of learning. Other assignments for the unit will need to be written by the tutor. All assignments should be subjected to the centre’s normal quality assurance procedures.
These tutor support materials are not prescriptive. Tutors may feel that the unit can be delivered and assessed more effectively in a different way. This may be because of the way the qualification is organised within their centre or after taking into consideration their learners and their learning styles and prior learning.
For further information please call our Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website (www.edexcel.com).
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
2
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
3
Unit 1: Positive Relationships for Children’s Care, Learning and Development
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
The aim of this unit is to enable learners to develop an understanding of the importance of developing and promoting positive relationships with children, communicating with children and adults, and fostering positive relationships between children and other adults. There will be opportunities for learners to develop skills and strategies to communicate effectively with children and adults in children’s care, learning and development environments.
The unit encourages learners to look at how children develop relationships with peers, as well as with other adults, and to identify strategies and practices that support children in developing these relationships. It also requires the learner to identify and understand the skills and information required to communicate effectively with other adults within children’s care, learning and development settings, including awareness of issues such as personal and professional values and confidentiality.
The unit is intended to contribute to the underpinning knowledge required for all four elements of CCLD 301: Develop and promote positive relationships of the National Occupational Standards in Children’s Care, Learning and Development.
Learning outcomes
On completion of this unit a learner should:
1 Be able to develop relationships with children
2 Be able to communicate with children
3 Be able to support children in developing relationships
4 Be able to communicate with adults.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 4 Ex
empl
ar p
rogr
amm
e of
lear
ning
Th
is p
rogr
amm
e is
div
ided
into
15
sess
ions
of
4 ho
urs.
Se
ssio
n Te
achi
ng t
opic
D
eliv
ery
met
hods
Li
nked
ass
essm
ent
and/
or
task
, eg
P1,
P2
Reso
urce
s re
quir
ed
1 U
nit
intr
oduc
tion
and
ov
ervi
ew.
The
impo
rtan
ce o
f de
velo
ping
rel
atio
nshi
ps
wit
h ch
ildre
n.
Look
at
vide
o/D
VD c
lips
of c
hild
ren
of
diff
eren
t ag
es in
tera
ctin
g w
ith
adul
ts.
Dis
cuss
eac
h cl
ip s
how
n fr
om a
bab
y to
an
old
er c
hild
. Le
arne
rs w
rite
dow
n an
d sh
are
idea
s of
why
the
y fe
el t
he
inte
ract
ions
are
of
valu
e.
Tuto
r su
mm
aris
es t
heir
idea
s un
der
each
ag
e ra
nge
head
ing
on w
hite
boar
d —
le
arne
rs c
opy.
Han
d ou
t w
orks
heet
wit
h se
ctor
val
ues
wri
tten
dow
n on
left
. In
adj
oini
ng
colu
mn
each
lear
ner
wri
tes
dow
n ow
n id
eas
of w
hy e
ach
is im
port
ant
— s
hare
id
eas
wit
h w
hole
gro
up —
tut
or n
otat
es
idea
s.
Tuto
r in
trod
uces
ass
ignm
ent/
s.
P1 H
ow t
o ad
apt
to m
eet
the
need
s of
chi
ldre
n of
dif
fere
nt
ages
, ne
eds
and
abili
ties
. Le
arne
rs s
houl
d be
gin
to
deve
lop
an u
nder
stan
ding
of
the
mea
ning
of
sect
or v
alue
s:
appl
ying
incl
usiv
e an
d an
ti-
disc
rim
inat
ory
prac
tice
; re
spec
ting
con
fide
ntia
lity;
m
aint
aini
ng c
hild
ren’
s w
elfa
re;
show
ing
valu
e in
w
hat
child
ren
say
and
deve
lopi
ng g
ood
liste
ning
sk
ills
and
resp
ondi
ng w
ell;
pr
omot
ing
self
-est
eem
.
Vide
o/D
VD c
lips.
Whi
tebo
ard.
Prep
ared
wor
kshe
et o
f se
ctor
val
ues.
Pens
and
pap
er.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 5
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
2 D
iffe
rent
for
ms
of
com
mun
icat
ion.
In
trod
uce
diff
eren
t ty
pes
and
brie
fly
disc
uss.
Gro
up w
ork
— d
ivid
e gr
oup
into
sub
-gr
oups
and
giv
e ea
ch g
roup
one
of
the
type
s to
res
earc
h. E
ach
grou
p m
akes
a
post
er t
o pr
esen
t to
res
t of
gro
up.
Tuto
r to
sup
port
whe
re n
eces
sary
.
P2 C
onsi
dera
tion
of
diff
eren
t fo
rms
of c
omm
unic
atio
n —
w
ritt
en,
spok
en,
Brai
lle,
pict
oria
l, N
VC,
etc.
Use
s of
ea
ch in
ear
ly y
ears
set
ting
s.
Pens
and
pap
er.
Mag
azin
es t
o cu
t up
.
3 D
iffe
rent
for
ms
of
com
mun
icat
ion.
Oth
er f
orm
s of
co
mm
unic
atio
n us
ed f
or
spec
ific
nee
ds.
Gro
ups
pres
ent
thei
r po
ster
s —
lear
ners
ta
ke n
otes
.
Tuto
r to
sum
up
rese
arch
wor
k in
to
alte
rnat
ive
form
s of
com
mun
icat
ion.
Lear
ners
tak
e no
tes
and
pres
ent
find
ings
to
who
le g
roup
.
P2 R
esea
rch
into
alt
erna
tive
fo
rms
of c
omm
unic
atio
n —
PE
CS,
Mak
aton
, co
mm
unic
atio
n ai
ds,
etc.
Reso
urce
cen
tre.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 6 Se
ssio
n Te
achi
ng t
opic
D
eliv
ery
met
hods
Li
nked
ass
essm
ent
and/
or
task
, eg
P1,
P2
Reso
urce
s re
quir
ed
4 Ba
rrie
rs t
o co
mm
unic
atio
n.
Brai
nsto
rm a
s a
who
le g
roup
bar
rier
s th
at m
ay h
inde
r in
tera
ctio
n an
d fo
rmat
ion
of r
elat
ions
hips
.
Pres
ent
role
pla
y sc
enar
ios
for
lear
ners
to
act
out
the
dif
fere
nt b
arri
ers
— h
ow
did
they
fee
l? H
ow c
ould
the
y im
prov
e ea
ch s
itua
tion
?
Lear
ners
to
cons
ider
bar
rier
s w
ithi
n th
eir
sett
ings
— r
oom
layo
ut,
nois
e,
mis
unde
rsta
ndin
g an
d in
terp
reta
tion
, la
ngua
ge d
iffe
renc
es,
phys
ical
di
ffic
ulti
es —
hea
ring
, st
ereo
typi
ng,
etc.
Lear
ners
sum
up
idea
s.
P1,
P2 U
nder
stan
ding
of
barr
iers
to
com
mun
icat
ion
will
su
ppor
t le
arne
rs’
resp
onse
s to
th
ese
task
s.
Whi
tebo
ard
and
mar
ker.
Role
pla
y sc
enar
ios.
5 D
evel
opm
ent
of s
uppo
rtiv
e sk
ills
—
effe
ctiv
e/in
effe
ctiv
e.
Zone
s of
per
sona
l spa
ce.
Intr
oduc
tory
ac
tivi
ty b
ased
on
pers
onal
spa
ce —
le
arne
rs s
tand
nex
t to
a f
ello
w le
arne
r —
ho
w c
lose
is t
oo c
lose
?
Brai
nsto
rm t
he im
plic
atio
ns o
f pe
rson
al
spac
e in
an
earl
y ye
ars
sett
ing
whe
n w
orki
ng w
ith
child
ren.
Dis
cuss
ion
of h
ow t
o de
velo
p go
od
supp
orti
ve s
kills
in E
Y se
ttin
g.
Tuto
r to
intr
oduc
e w
orkp
lace
sce
nari
os.
P2;
P4
Prac
tica
l sce
nari
os
rela
ting
to
wor
kpla
ce.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 7
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
6 Im
prov
ing
own
inte
rper
sona
l ski
lls a
nd
deve
lopi
ng g
ood
liste
ning
sk
ills.
Prov
ide
tape
d se
ctio
ns o
f gi
ving
di
rect
ions
to
a de
af p
erso
n an
d w
hat
soun
ds t
hey
wou
ld h
ear.
Pro
vide
tap
ed
exam
ples
of
a le
arne
r w
ho is
con
veyi
ng
good
list
enin
g sk
ills
and
one
who
isn’
t.
Telli
ng a
sto
ry in
a n
oisy
env
iron
men
t an
d an
y ot
her
appr
opri
ate
situ
atio
ns.
Dis
cuss
rea
ctio
ns t
o ea
ch s
ecti
on u
sed
and
mak
e no
tes
of h
ow t
hey
felt
—
rela
te t
his
to h
ow c
hild
ren
mig
ht f
eel.
Lear
ners
to
devi
se a
n ac
tion
pla
n —
how
go
od a
re t
heir
com
mun
icat
ion
skill
s —
an
d w
hat
can
they
do
to im
prov
e th
em?
Han
d ou
t ac
tion
pla
n sh
eets
.
Reca
p of
ski
lls d
iscu
ssed
to
date
.
P2;
P4
Acti
on p
lans
.
Audi
o ex
trac
ts a
nd t
ape
reco
rder
.
Wor
kshe
ets.
7 Th
e co
mm
unic
atio
n cy
cle.
Po
wer
Poin
t of
com
mun
icat
ion
cycl
e.
Dis
cuss
ion
— d
o le
arne
rs s
ee it
s re
leva
nce?
Not
e-ta
king
.
P2;
P4
OH
Ts.
Han
dout
s.
8 Va
lues
and
att
itud
es.
Dis
cuss
ion
on t
he im
port
ance
of
deve
lopi
ng g
ood
self
-est
eem
wit
hin
the
wor
kpla
ce a
nd h
ow v
alue
s an
d at
titu
des
affe
ct t
he c
omm
unic
atio
n cy
cle.
This
cou
ld b
e su
ppor
ted
wit
h a
vide
o.
Vi
deo
clip
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 8 Se
ssio
n Te
achi
ng t
opic
D
eliv
ery
met
hods
Li
nked
ass
essm
ent
and/
or
task
, eg
P1,
P2
Reso
urce
s re
quir
ed
9 D
ealin
g w
ith
conf
ront
atio
n.
Tuto
r to
intr
oduc
e di
scus
sion
on
wor
kpla
ce c
onfr
onta
tion
usi
ng a
sc
enar
io —
pro
mpt
lear
ner
disc
ussi
on
wit
h qu
esti
ons.
Wha
t w
ould
the
y do
? H
ow c
ould
the
sit
uati
on h
ave
been
av
oide
d? S
cena
rios
sho
uld
incl
ude
exam
ples
of
conf
ront
atio
nal s
itua
tion
s w
ith
child
ren
and
adul
ts.
Lear
ners
in g
roup
s to
dis
cuss
sel
ecte
d sc
enar
ios
and
to p
rese
nt t
o ot
hers
wha
t th
ey w
ould
hav
e do
ne in
the
giv
en
situ
atio
n.
P1,
P4
OH
Ts.
Case
stu
dies
.
10
Man
agem
ent
of b
ehav
iour
. Tu
tor
coul
d in
trod
uce
this
wit
h a
vide
o.
Dis
cuss
ion
on h
ow b
ehav
iour
can
be
man
aged
and
dif
fere
nt s
trat
egie
s fo
r di
ffer
ent
situ
atio
ns in
whi
ch b
ehav
iour
is
an
issu
e re
lati
ve t
o di
ffer
ent
ages
/sta
ges.
Lear
ners
tak
e no
tes.
P1,
P2
Vide
o cl
ips.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 9
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
11
Wor
king
wit
h ot
her
prof
essi
onal
s an
d fa
mili
es.
Tuto
r sh
ould
intr
oduc
e sc
enar
ios
of
wor
king
wit
h pa
rent
s an
d ot
her
prof
essi
onal
s.
Brai
nsto
rmin
g id
eas
— w
hat
are
the
diff
eren
t m
otiv
atio
ns a
nd im
pact
s on
pa
rent
s/pr
ofes
sion
als?
Lea
rner
s w
ork
in
smal
l gro
ups
and
feed
back
to
who
le
grou
p.
P4
Scen
ario
s.
Pow
erPo
int
pres
enta
tion
.
12
Wor
king
wit
h ch
ildre
n w
ho
are
dist
ress
ed.
Tuto
r co
uld
intr
oduc
e di
scus
sion
wit
h sc
enar
ios.
Lear
ners
tak
e no
tes
and
shar
e id
eas.
Scen
ario
s to
wor
k th
roug
h an
d di
scus
s as
w
hole
gro
up.
P2
Scen
ario
s.
13
Legi
slat
ion
and
conf
iden
tial
ity.
Tu
tor
to in
trod
uce
mai
n le
gisl
atio
n re
lati
ng t
o is
sue.
Lea
rner
s w
ork
in
grou
ps o
n a
spec
ific
pie
ce o
f le
gisl
atio
n us
ing
the
inte
rnet
to
rese
arch
.
Gro
ups
feed
back
to
clas
s.
Gro
up d
iscu
ssio
n on
issu
e of
co
nfid
enti
alit
y.
Lear
ners
on
plac
emen
t sh
ould
incl
ude
polic
ies
wit
hin
the
wor
kpla
ce t
hat
link
to in
terp
erso
nal s
kills
— d
ata
prot
ecti
on,
conf
iden
tial
ity,
sta
ff a
ppra
isal
, CP
D
deve
lopm
ent.
All
Inte
rnet
acc
ess,
w
orkp
lace
pol
icie
s.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 10
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
14
Assi
gnm
ent
Lear
ners
pre
pare
ass
ignm
ent
wor
k dr
awin
g on
wor
k pl
acem
ent
acti
viti
es.
All
Acti
on p
lans
.
15
Assi
gnm
ent
Lear
ners
pre
pare
ass
ignm
ent
wor
k dr
awin
g on
wor
k pl
acem
ent
acti
viti
es.
All
Acti
on p
lans
.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
11
Sample assessment activity
Task 1
Drawing on examples from the placement settings you have experienced to date describe how relationships can be developed within each age range — 0-1, 1-3, 3-5, 5-8 years. You need to consider work undertaken in class considering how relationships are formed and applying sector values — exclusivity and anti-discriminatory practice, respecting confidentiality, etc. Describe a minimum of four examples from each placement setting. (P1)
This task provides evidence for Unit 1 criterion P1.
NOTE: This task cannot be completed until you have experienced all placement settings but to make sure you stay on task you will be required to hand in four examples at the end of each placement. Hand in dates will be set.
Task 2
Whilst in each placement setting describe at least four examples of how you communicated with the children in 0-1, 1-3, 3-5 and 5-8 age ranges. (P2)
NOTE: This task cannot be completed until you have experienced all placement settings but to make sure you stay on task you will be required to hand in four examples at the end of each placement. Hand in dates will be set.
On completion of each placement setting evaluate your own communication skills in how they have helped or hindered the communication process and make suggestions on how to build on and improve your developing skills. (D1)
NOTE: You will need to refer to previous evaluations and placement reports in order to work on continual improvement and development of your communication skills. Final grade achieved will be awarded at the end of the last placement.
Write an essay (between 750–1000 words) explaining why communication skills are important in developing relationships with children in placement settings. You will need to include a range of communication skills — verbal, body movement, gestures, etc. (M2)
Task 3
It is important as efficient and effective Early Years Practitioners’ that we are able to support children in developing relationships. Make a table of methods/strategies you can use to support children when forming relationships. (P3) Explain the benefits of each method/strategy used. (M2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
12
Example of table layout
Method/strategy to support children when forming relationships
Benefits of method strategy used
Stories — begin to understand other people’s feeling — talk to children depending on age about feelings.
Stories can help children understand feelings of being happy, sad, etc. They can relate to them as they are non-threatening and allow free expression.
Challenging conflict and helping children develop self discipline according to their ages:
• 18 months — distraction
• 4 year old — using words and gestures to explain how conflict can affect others.
With the younger child distraction is useful as they have not yet learnt to decentre and are still egocentric. As a child gets older the benefits of using words and gestures with tone and expression conveys feelings of hurt in others — they can learn empathy.
Task 4
Effective communication with adults in the workplace is essential to create a harmonious and happy environment for young children. Using examples from placement describe how you have communicated effectively with other adults, both fellow workers and parents. (P4) Explain in essay form the importance of effective communication with adults (M3) and evaluate your own developing communication skills in forming relationships with adults in placement settings. (D2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
13
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor
• work experience placements
• people/day-to-day interactions, for example school/college or local counsellors, special need tutors, project workers, speech therapists, psychologists, social workers
• library resources with key texts and other reference materials.
In addition, the following resources are considered to be highly valuable:
• case study materials
• audio and visual recording equipment
• audio and visual records, eg television interviews, soap operas, chat shows, magazines or newspapers.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 9780748781973
Peacock S — BTEC National Children’s Care, Learning and Development: Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Squire G — BTEC National Children’s Care, Learning and Development Student Book (Heinemann, 2007) ISBN 9780435499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development: Candidate Handbook (Heinemann, 2006) ISBN 9780435449179
Walker M — Children’s Care, Learning and Development NVQ 3: Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Websites
www.concordvideo.co.uk Concord Media (Film and video)
www.sirenfilms.co.uk Siren Film and Video Ltd
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
14
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
15
Unit 2: Positive Environments for Children’s Care, Learning and Development
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
This unit aims to develop the knowledge and skills required to enable learners to establish and maintain a healthy, safe and secure environment for children. This includes learners gaining understanding of legislation, policies and procedures in a childcare setting.
The unit also includes learning about the correct procedures for dealing with accidents, injuries, illnesses and other emergencies, and how these procedures should be supervised.
The care of babies and young children is fundamental to early years work, and the unit also provides the knowledge, understanding and opportunities for skill development required by early years workers in all aspects of this care.
The unit is intended to contribute to the underpinning knowledge required for all three elements of CCLD 302: Develop and maintain a healthy, safe and secure environment for children of the National Occupational Standards in Children’s Care, Learning and Development.
Learning outcomes
On completion of this unit a learner should:
1 Know how to establish and maintain a healthy, safe and secure environment for children
2 Know how to supervise procedures for accidents, injuries, illnesses and other emergencies
3 Understand how to care for babies and children aged 0-8 years
4 Be able to demonstrate development of the skills required to care for babies and children aged 0-8 years.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 16
Exem
plar
pro
gram
me
of le
arni
ng
This
pro
gram
me
is d
ivid
ed in
to 1
5 se
ssio
ns o
f 4
hour
s.
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
1 U
nit
over
view
In
trod
uce
unit
and
ass
ignm
ent
brie
f an
d se
t ou
t ti
me
sche
dule
for
ach
ieve
men
t of
rel
ated
ta
sks.
Lect
ure
and
note
-tak
ing.
Dis
cuss
ion
— w
hole
cla
ss t
o di
scus
s an
y is
sues
th
at m
ay a
rise
.
Sub-
grou
ps b
egin
to
wor
k on
Tas
k 1.
Task
1
Pow
erPo
int.
Uni
t sp
ecif
icat
ions
.
Assi
gnm
ent
brie
f.
Copi
es o
f le
gisl
atio
n.
Boar
ds f
or d
ispl
ays
and
disp
lay
mat
eria
l.
1 Re
sear
ch in
to
legi
slat
ion
Lear
ners
wor
k in
sm
all g
roup
s re
sear
chin
g an
d se
lect
ing
mai
n po
ints
of
legi
slat
ion
for
disp
layi
ng t
o w
hole
cla
ss a
nd s
tart
to
put
up
disp
lay.
Clas
s ac
tivi
ty —
sm
all g
roup
wor
k —
res
earc
h —
wor
ksho
p w
ith
tuto
r in
put
as s
uppo
rt a
nd t
o as
sist
wit
h fo
rmal
isat
ion
of id
eas.
Task
1
Copi
es o
f re
late
d le
gisl
atio
n.
Dis
play
mat
eria
l.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 17
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
2 D
ispl
ay o
f re
leva
nt
legi
slat
ion
Le
arne
rs t
o co
mpl
ete
firs
t pa
rt o
f ta
sk 1
and
th
en m
ake
thei
r ow
n no
tes
to c
ompl
ete
indi
vidu
al t
ask.
Wor
ksho
p as
abo
ve t
hen
for
sub-
grou
ps t
o sh
ow w
hole
cla
ss d
ispl
ays
— d
iscu
ss t
he m
ain
poin
ts a
nsw
er q
uest
ions
if n
eces
sary
and
mak
e ow
n no
tes.
Tuto
r to
giv
e fe
edba
ck a
nd a
dd a
ny
info
rmat
ion
if r
equi
red.
Task
1
Dis
play
mat
eria
l.
Dig
ital
cam
era
to e
vide
nce
disp
lay
wor
k.
3
Def
init
ion
of
term
inol
ogy
Le
arne
rs c
onsi
der
the
term
s us
ed —
acc
iden
t,
inju
ry,
illne
ss a
nd e
mer
genc
y an
d de
fine
ea
ch.
Clas
s ac
tivi
ty —
sm
all g
roup
wor
k. H
ave
larg
e sh
eets
of
pape
r an
d m
arke
rs o
n ta
bles
wit
h ke
y w
ord
at t
op.
Lear
ners
to
wri
te d
own
a de
fini
tion
on
each
the
n co
mpa
re r
esul
ts.
Tuto
r to
con
solid
ate
defi
niti
ons
and
show
re
late
d vi
deo
or D
VD c
lips.
Lear
ners
to
then
wri
te d
own
and
disc
uss
pote
ntia
l dan
gers
tha
t m
ay o
ccur
in t
he
wor
kpla
ce —
rel
ate
to p
rofe
ssio
nal p
ract
ice
expe
rien
ce.
Task
2
Pape
r an
d th
ick
mar
kers
.
Vide
o/D
VD p
laye
r an
d pr
esen
ter.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 18
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
4-7
Paed
iatr
ic F
irst
Aid
Le
arne
rs t
o un
dert
ake
trai
ning
for
a
reco
gnis
ed F
irst
Aid
qua
lific
atio
n w
ith
qual
ifie
d in
stru
ctor
.
4 X
3 ho
ur t
rain
ing
prog
ram
me
follo
wed
wit
h fi
nal p
ract
ical
and
wri
tten
ass
essm
ent
unde
rtak
en in
wee
k 4.
Tw
o tr
aine
rs r
equi
red
for
fina
l ass
essm
ent.
If le
arne
rs d
o no
t ac
hiev
e co
mpe
tenc
y le
vel,
a
seco
nd o
ppor
tuni
ty w
ill b
e gi
ven
late
r in
co
urse
wit
h an
othe
r gr
oup.
Task
2 —
P4
Qua
lifie
d as
sess
or a
nd
rele
vant
tra
inin
g pr
ogra
mm
e pr
ovid
ed.
Cert
ific
atio
n pr
ovid
ed
thro
ugh
awar
ding
bod
y.
8 W
orks
hop
Teac
her
allo
ws
tim
e fo
r le
arne
rs t
o co
mpl
ete
task
2 —
wri
te u
p 3-
4 ex
ampl
es u
nder
he
adin
gs —
acc
iden
ts,
inju
ries
, em
erge
ncie
s an
d ill
ness
es a
nd p
roce
dure
s (P
3 an
d M
2).
Task
2 —
P3,
M2
Com
pute
r ac
cess
for
w
riti
ng u
p as
sign
men
t ta
sk
whe
re p
ossi
ble.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 19
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
9 Sa
fety
in t
he
wor
kpla
ce
Lear
ners
to
gain
kno
wle
dge
of s
afet
y sy
mbo
ls
and
to b
e ab
le t
o pl
an a
saf
e an
d se
cure
w
orki
ng e
nvir
onm
ent.
Gro
up w
ork
— d
ivid
e in
to s
mal
l gro
ups
and
hand
out
lam
inat
ed c
opie
s of
a n
urse
ry s
etti
ng
plus
sym
bols
of
safe
ty f
eatu
res
— r
amps
— f
ire
exti
ngui
sher
s, e
mer
genc
y ex
its,
haz
ardo
us
mat
eria
ls e
tc.
Plan
in a
ppro
pria
te a
rea
on p
lan.
Tuto
r al
low
s ti
me
for
feed
back
.
Seco
nd t
ask
— s
mal
l gro
up w
ork
— p
lan
a nu
rser
y en
viro
nmen
t fo
r 3-
5 ye
ar o
lds
cons
ider
ing
how
eac
h ar
ea r
elat
es t
o ot
her
area
s.
Task
3
Lam
inat
ed n
urse
ry p
lans
an
d sy
mbo
l car
ds.
List
of
play
are
as a
nd n
otes
on
S.P
.I.C
.E.S
— S
ocia
l,
Phys
ical
, In
telle
ctua
l,
Cult
ural
, Em
otio
nal a
nd
Spir
itua
l Dev
elop
men
t.
10
Rout
ines
in d
iffe
rent
se
ttin
gs
Lear
ners
to
unde
rsta
nd t
he p
urpo
se o
f ro
utin
es w
ithi
n di
ffer
ent
sett
ings
. Li
nk t
o U
nit
4 —
dif
fere
nt s
etti
ngs
wit
hin
earl
y ye
ars.
Clas
s ta
sk —
wor
kshe
et —
age
gro
ups
— li
st o
f di
ffer
ent
sett
ings
and
list
s of
rou
tine
s.
Lear
ners
cut
and
pas
te li
sts
unde
r th
e re
leva
nt a
ge g
roup
s.
Dis
cuss
fin
ding
s as
a w
hole
gro
up.
Vide
o/D
VD e
xtra
cts
to c
onso
lidat
e fi
ndin
gs.
Task
3
Wor
kshe
ets.
Vide
o/D
VD c
lips.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 20
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
11
Valu
e an
d im
port
ance
of
rout
ines
Lear
ners
to
cons
ider
the
key
out
com
es o
f Ev
ery
Chil
d M
atte
rs (
mai
nly
firs
t th
ree
outc
omes
) an
d Pr
inci
ples
wit
hin
Birt
h to
Th
ree
Mat
ters
tha
t di
rect
ly r
elat
e to
the
va
lue
and
bene
fits
of
rout
ines
.
Pow
erPo
int
show
ing
over
view
of
outc
omes
an
d pr
inci
ples
— d
iscu
ssio
n an
d no
te-t
akin
g.
Show
rel
ated
clip
s of
rou
tine
s fr
om d
iffe
rent
w
orkp
lace
set
ting
s.
Lear
ners
to
list
at le
ast
five
rou
tine
s th
ey
have
see
n in
the
wor
kpla
ce a
nd s
hare
idea
s —
th
is c
an b
e ev
iden
ce f
or U
nit
4.
Task
3
Han
dout
.
Vide
o/D
VD c
lips.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 21
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
12
Care
rou
tine
s fo
r ba
bies
wor
ksho
p Le
arne
rs t
o pr
acti
se d
iffe
rent
car
e ro
utin
es
wit
hin
sim
ulat
ed c
ondi
tion
s an
d ca
re o
f eq
uipm
ent.
Lear
ners
to
cons
ider
alle
rgic
rea
ctio
ns a
nd
impo
rtan
ce o
f kn
owin
g ho
w t
o ad
apt
rout
ine
to m
eet
indi
vidu
al c
hild
ren’
s ne
eds,
eg
diff
eren
t ty
pe o
f sk
in c
are.
Prep
are
diff
eren
t w
orks
tati
ons
for
mix
ing
bott
les,
pre
pari
ng f
eeds
, ch
angi
ng n
appi
es,
bath
ing
and
skin
car
e.
Take
lear
ners
rou
nd e
ach
stat
ion
as a
who
le
grou
p an
d de
mon
stra
te t
hen
split
into
sub
-gr
oups
and
allo
w t
ime
for
hand
s-on
pra
ctic
e.
Each
lear
ner
has
a ch
eck
list
and
wor
king
in
pair
s ti
ck o
bser
ve e
ach
poin
t in
pro
cedu
re a
nd
give
fee
dbac
k —
pee
r as
sess
men
t
Task
3
Bath
s, t
owel
s, e
tc.
Baby
foo
d, w
eani
ng c
hart
s,
form
ula
milk
.
Ster
ilise
rs —
dif
fere
nt
type
s.
Skin
car
e pr
oduc
ts,
cott
on
woo
l etc
.
Nap
pies
and
cle
anin
g m
ater
ials
.
Chan
ging
mat
s.
Vari
ety
of d
olls
.
Care
and
was
hing
of
clot
hes.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 22
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
13
Plan
ning
dai
ly
rout
ines
in d
iffe
rent
se
ttin
gs t
o in
corp
orat
e st
imul
atin
g pl
ay
acti
viti
es
Lear
ners
to
plan
dai
ly r
outi
nes
taki
ng in
to
cons
ider
ing
ages
and
sta
ges
of d
evel
opm
ent
and
proc
edur
es f
or s
tart
and
end
of
day
cont
act
wit
h pa
rent
s/m
ain
care
rs.
Prov
ide
lear
ners
wit
h th
ree
wor
kshe
ets
wit
h da
y di
vide
d in
to s
ecti
ons
from
8.
00am
–6.0
0pm
.
Dis
cuss
a r
outi
ne d
ay in
a n
urse
ry s
etti
ng
cate
ring
for
chi
ldre
n fr
om 0
-5 y
ears
in t
he a
ge
rang
es o
f 0-
1, 1
-3 a
nd 3
-5.
Cons
ider
si
mila
riti
es a
nd d
iffe
renc
e an
d ho
w t
o st
imul
ate
child
ren
in t
he d
iffe
rent
age
ran
ges
— t
oys,
equ
ipm
ent
etc.
Clas
s ac
tivi
ty —
in s
mal
l gro
ups
plan
thr
ee
diff
eren
t da
ily r
outi
nes
— s
hare
wit
h w
hole
cl
ass.
Clas
s ac
tivi
ty —
cut
up
old
cata
logu
es
cont
aini
ng t
oys/
equi
pmen
t, f
or e
ach
age
rang
e an
d pl
ace
item
s on
to la
rge
shee
ts o
f pa
per
wit
h he
adin
gs o
f re
late
d ag
es.
Tuto
r to
bri
ng id
eas
toge
ther
at
end
of t
he
clas
s.
Task
3
Wor
kshe
ets.
Larg
e ne
wsp
rint
pap
er.
Toy/
equi
pmen
t ca
talo
gues
to
cut
up.
Old
Nur
sery
Wor
ld a
nd
Child
Edu
cati
on m
agaz
ines
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 23
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
14
Com
mun
icat
ing
wit
h Ba
bies
and
You
ng
Child
ren
Lear
ners
to
cons
ider
the
impo
rtan
ce o
f co
mm
unic
atin
g w
ith
babi
es a
nd y
oung
ch
ildre
n se
ven
acti
viti
es t
o st
imul
ate
com
mun
icat
ion
— t
reas
ure
bask
et,
heur
isti
c pl
ay,
baby
mas
sage
.
Stra
tegi
es t
o us
e w
hen
man
agin
g a
dist
ress
ed
baby
/chi
ld.
Look
at
vide
o/D
VD c
lips
of d
iffe
rent
sit
uati
ons
whe
re a
dult
s sh
are
good
com
mun
icat
ion
inte
ract
ion
— u
se o
f fa
ce,
body
, et
c.
Let
lear
ners
bri
ng u
p po
ints
to
sugg
est
wha
t w
ould
hap
pen
if c
omm
unic
atio
n w
as p
oor
—
rela
te t
o th
eir
own
com
mun
icat
ion
skill
s —
m
ake
note
s.
Retu
rn t
o vi
deo/
DVD
and
look
at
trea
sure
ba
sket
, he
uris
tic
play
and
bab
y m
assa
ge in
ac
tion
— d
raw
aga
in o
n le
arne
rs r
eact
ions
—
disc
uss
and
mak
e no
tes.
For
prof
essi
onal
pra
ctic
e ea
ch in
divi
dual
le
arne
r dr
aws
up a
n ac
tion
pla
n fo
r w
ays
to
impr
ove
own
com
mun
icat
ion
skill
s.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 24
Wee
k
Topi
c D
eliv
ery
met
hod
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
15
Plen
ary
Tuto
r to
sum
up
the
who
le u
nit
and
cons
olid
ate
lear
ning
.
Leav
e ap
prox
imat
ely
½ h
our
at t
he e
nd o
f fi
nal s
essi
on f
or le
arne
rs t
o di
scus
s w
hat
they
ha
ve le
arnt
in t
his
unit
and
how
it li
nks
to
othe
r un
its.
Task
2
Pow
erPo
int
retu
rnin
g to
ov
ervi
ew o
f un
it s
umm
ary.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
25
Sample assessment activity
Task 1
1 In pairs or a group of three research one of the following pieces of legislation and produce a display that highlights the main aspects of each piece of legislation.
• Health and Safety at Work Act 1974
• Food Safety Act 1990
• Food Safety (General Food Hygiene) Regulations 1995
• Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995
• Management of Health and Safety at Work Regulations 1999
• Control of Substances Hazardous to Health Regulations (COSHH) 2002
• Children Act 2004
• Children Act 2006
You will be allowed two sessions for this part of the task and be provided with a copy of each piece of legislation.
2 As an individual, make notes from each display then write up appropriate descriptions of each under the headings of:
• health
• safety
• security.
(P1)
3 Describe the procedures for risk assessment and hygiene control in your present practical placement setting (P2), and discuss including additional detail on how legislation that relates to risk assessment and hygiene control helps to establish and maintain a healthy, safe and secure environment for children. (M1)
To achieve the distinction criteria evaluate how the legislation, policies and procedures previously studied help to establish and maintain a healthy, safe and secure environment for children (D1). For this section of the task you should attempt to include reference to how the policies and procedures are implemented within your present practical placement.
This task provides evidence for Unit 2 criteria P1, P2, M1 and D1 Unit 4 Criterion M1.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
26
Task 2
1 Identify a range of accidents, injuries, illnesses and emergencies that may occur within the workplace and for each example selected describe how you would deal with the situation following the correct procedures identified within procedure guidelines. Where possible include 3/4 examples under each section:
• accidents
• injuries
• illnesses
• emergencies.
(P3)
2 You will receive practical guidance for undertaking this task, as well as an assessment of your knowledge by undertaking the Paediatric First Aid qualification. (P4)
3 Provide a detailed explanation of how you can ensure that the procedures you have considered above for dealing with accidents, injuries, illnesses and emergencies are followed effectively. (M2)
Suggested examples you could refer to are falls, children clashing together, broken limb, choking, head injury, asthma attack and allergy attack.
This task provides evidence for Unit 2 P3, P4 and M2.
Task 3
Where possible the following routines will be carried out in the related practical placement establishments you will cover over the two year course — 0-1, 1-3, 3-5, 5-8 years:
• feeding — bottle, weaning and set mealtimes and snack — taking into consideration allergies and food preferences
• preparing a bottle — will be a simulation in college
• nappy changing and toilet routines including toilet training
• care of hair, skin and teeth — bathing a baby will be a simulation in college
• rest and sleep periods
• communicate with babies and children, eg baby massage
• appropriate footwear and clothing for different play settings — indoor and outdoor
• planning play and physical activities
• providing stimulating play activities using appropriate resources
• greeting children as they arrive and end of day routine.
And any other routines that are applicable to the settings.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
27
1 Once you feel you are competent at carrying out each routine ask either your placement supervisor or visiting tutor to observe you and record using a witness testimony. (P5 and 6)
2 Provide an explanation of how you care for babies and young children under each age range heading (M3), and evaluate your own developing skills in the care of babies and young children. (D2)
This task provides evidence for Unit 2 criteria P5, P6, M3, D2 but will also provide evidence for Unit 4 criteria P4, P5, P6, M3, M4, M5, D2 and D3.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
28
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor
• access to a variety of placements allowing learners to fulfil the requirements of the unit in terms of the 0–8 age range
• childcare equipment
• first aid equipment
• first aid box
• the necessary resources to provide learners with a recognised first aid qualification
• library resources with key texts and other reference materials.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Duffy A — Working with Babies and Children under Three (Heinemann, 2006) ISBN 9780435987312
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 9780748781973
Kay J — Good Practice in Childcare (Continuum International Publishing Group, 2004) ISBN 0826472737
Meggitt C — Child Development: An Illustrated Guide (Heinemann, 2006) ISBN 0435420488
Peacock S — BTEC National Children’s Care, Learning and Development Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Squire G — BTEC National Children’s Care, Learning and Development: Student Book (Heinemann, 2007) ISBN 9780435499099
Stoppard M — Complete Baby and Childcare (Dorling Kindersley, 2006) ISBN 1405311177
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development: Candidate Handbook (Heinemann, 2006) ISBN 9780435499179
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
29
Journal
Child Education
Websites
www.boots.com Boots
www.childcarelink.gov.uk National and local childcare information
www.childcare.net Childcare online
www.food.gov.uk Food Standards Agency
www.resus.org.uk Resuscitation Council (UK)
www.sirenfilms.co.uk Siren Film and Video Ltd
www.skillsforcareanddevelopment.org.uk Skills for Care and Development
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
30
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
31
Unit 3: Promoting Children’s Development
NQF Level 3: BTEC Nationals
Guided learning hours: 120
Unit abstract
The aim of this unit is to provide learners with the opportunity to develop detailed knowledge and understanding of growth and development in children aged from 0 to 16 years. Related to this understanding is the observation of such growth and development, which facilitates the study of children’s development in order to assess individual children and so plan to promote their development.
The first part of this unit looks at the principles and theories underpinning development. An overview of conception and the developing foetus is provided, as well as factors that may influence development both positively and negatively. Learners will explore how to promote development in this age range, as well as gain an in-depth understanding of children’s physical, emotional, social, cognitive and language development.
The second part of the unit concerns the observation of children, which underpins work in the sector. Observation needs to be as objective as possible, and it is consequently important that potential childcare workers develop the necessary skills in order to carry out observations objectively and effectively, and with due consideration for ethics.
Learners will be introduced to a number of observational techniques and will gain an understanding of their use. They will explore and practise different methods of observation that are appropriate in different situations and for different purposes.
Learners will also become aware of the pitfalls involved in observing children. They will learn to be cautious in making interpretations and conclusions from observations, objectivity being affected by an individual’s perception as a result of attitudes, beliefs, values and experience.
Finally, learners are required to use observational skills to carry out a longitudinal study of a baby or young child, thus bringing together the developmental and observational aspects of this unit.
The unit is intended to contribute to the underpinning knowledge required for all four elements of CCLD 303: Promote children’s development of the National Occupational Standards in Children’s Care, Learning and Development.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
32
Learning outcomes
On completion of this unit a learner should:
1 Understand the expected patterns of development from 0-16 years
2 Know how to promote development across age ranges
3 Understand objectivity and ethics when observing children
4 Understand the use of observation
5 Be able to use techniques of observation to carry out a longitudinal child study.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 33
Exem
plar
pro
gram
me
of le
arni
ng
Not
e: A
s th
is u
nit
requ
ires
120
tea
chin
g ho
urs,
eac
h se
ssio
n be
low
is b
ased
on
10 h
ours
of
teac
hing
whi
ch y
ou s
houl
d sp
lit in
to m
ore
than
on
e se
ssio
n.
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
1 In
trod
ucti
on t
o th
e un
it.
Set
Long
itud
inal
stu
dy.
Thin
k ab
out:
Plan
ning
: as
pect
s of
dev
elop
men
t, c
hoic
e of
chi
ld,
init
ial i
nfor
mat
ion
gath
erin
g,
num
ber
of o
bser
vati
ons,
cho
ice
of
appr
opri
ate
tech
niqu
es.
Ethi
cal
cons
ider
atio
ns:
prot
ocol
s ob
serv
ed,
conf
iden
tial
ity,
rig
hts,
res
pons
ibili
ty.
Rang
e of
obs
erva
tion
al t
echn
ique
s us
ed:
com
pari
son
of m
etho
ds,
limit
atio
ns o
f m
etho
ds a
nd r
ecor
ding
.
Cons
ider
atio
ns o
f ob
ject
ivit
y: b
ias,
eff
ects
of
att
itud
es a
nd p
erce
ptio
ns,
valid
ity,
re
liabi
lity,
err
or.
Giv
e le
arne
rs c
opie
s of
the
uni
t co
nten
t an
d br
iefl
y di
scus
s.
Set
the
child
stu
dy t
ask
and
arra
nge
a da
te f
or t
his
to b
e ha
nded
in.
Lear
ners
the
n ha
ve t
ime
to f
ind
a ch
ild t
o st
udy
and
plan
how
and
w
hen
they
will
car
ry t
his
out.
Dis
cuss
as
a le
ctur
e/di
scus
sion
wit
h ha
ndou
ts —
how
lear
ners
sho
uld
plan
the
ir c
hild
stu
dy.
Dis
cuss
as
a le
ctur
e/di
scus
sion
wit
h ha
ndou
ts,
ethi
cal c
onsi
dera
tion
s th
ey n
eed
to t
hink
abo
ut.
Brie
fly
disc
uss
the
rang
e of
ob
serv
atio
ns t
hey
can
use,
of
whi
ch
ther
e w
ill b
e m
ore
teac
hing
on
late
r in
the
cou
rse.
Gro
up d
iscu
ssio
n on
obj
ecti
vity
in
obse
rvat
ions
. Ca
n ob
serv
ers
ever
re
ally
be
obje
ctiv
e?
P6,
M4,
D2
Copi
es o
f th
e un
it
cont
ent.
Child
stu
dy t
ask.
Han
dout
s on
:
How
to
plan
you
r ch
ild
stud
y.
Ethi
cal c
onsi
dera
tion
s.
Brie
f ov
ervi
ew o
f di
ffer
ent
type
s of
ob
serv
atio
n te
chni
ques
.
Obj
ecti
vity
— w
hat
is
it?
OH
P an
d/or
Pow
erPo
int
to p
rese
nt s
ome
of t
he
info
rmat
ion
in t
he f
orm
of
a le
ctur
e.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 34
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Ca
rry
out
the
obse
rvat
iona
l st
udy:
m
easu
rem
ents
, eg
wei
ght/
heig
ht a
t di
ffer
ent
stag
es,
cari
ng r
outi
nes,
fee
ding
, pl
ay,
toys
, cl
othi
ng,
phys
ical
, in
telle
ctua
l,
emot
iona
l, s
ocia
l, la
ngua
ge a
nd
com
mun
icat
ive
aspe
cts
of d
evel
opm
ent.
Use
of
the
obse
rvat
iona
l st
udy:
in
terp
reta
tion
of
obse
rvat
ions
, as
sess
men
t, r
epor
ting
, pl
anni
ng.
Wha
t th
ey a
re e
xpec
ted
to o
bser
ve
in t
heir
chi
ld s
tudy
.
How
the
y sh
ould
use
the
in
form
atio
n th
ey h
ave
gath
ered
and
in
terp
ret
it f
or t
he p
urpo
se o
f as
sess
men
t, r
epor
ting
and
in t
erm
s of
pla
nnin
g.
Any
tim
e le
ft s
houl
d be
use
d fo
r le
arne
rs t
o be
gin
to t
hink
abo
ut t
he
child
the
y w
ill o
bser
ve a
nd p
lan
how
the
y w
ill b
egin
the
ir c
hild
st
udy.
Lea
rner
s sh
ould
als
o as
k th
eir
tuto
r an
y qu
esti
ons
they
hav
e ab
out
the
child
stu
dy.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 35
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
2 Co
ncep
tion
to
the
end
of t
he f
irst
yea
r of
li
fe:
proc
ess
of c
once
ptio
n an
d th
e ro
le o
f th
e ga
met
es,
rate
s an
d se
quen
ces
of
embr
yoni
c an
d fo
etal
gro
wth
.
Fact
ors
infl
uenc
ing
embr
yoni
c an
d fo
etal
gr
owth
: eg
alc
ohol
and
foe
tal a
lcoh
ol
synd
rom
e, f
olic
aci
d an
d ne
ural
tub
e di
sord
ers,
sm
okin
g, s
ubst
ance
abu
se,
infe
ctio
ns,
gene
tic
diso
rder
s.
Birt
h: p
roce
ss,
role
of
horm
ones
, ro
le o
f m
idw
ife.
Mai
n pr
inci
ples
of
chil
dren
’s d
evel
opm
ent:
ho
listi
c an
d in
terc
onne
cted
, di
ffer
ent
rate
s bu
t br
oadl
y th
e sa
me
sequ
ence
, he
ad
to t
oe,
inne
r to
out
er.
Theo
ries
: na
ture
/nur
ture
deb
ate.
Vide
o/D
VD o
f co
ncep
tion
and
bir
th
— le
arne
rs w
atch
thi
s an
d th
en
disc
uss.
Lect
ure
on t
he f
irst
yea
r of
life
.
Gro
up r
esea
rch,
ans
wer
ing
the
follo
win
g qu
esti
on:
Wha
t fa
ctor
s m
ay in
flue
nce
embr
yoni
c an
d fo
etal
gr
owth
? Ea
ch g
roup
to
rese
arch
us
ing
the
inte
rnet
and
to
then
wri
te
a sp
ider
-gra
ph o
n a
larg
e sh
eet
of
pape
r. S
hare
the
info
rmat
ion
wit
h th
e re
st o
f th
e cl
ass
and
disc
uss.
Poss
ible
vis
itin
g sp
eake
r, e
g m
idw
ife,
to
disc
uss
birt
h, t
he r
ole
of t
he h
orm
ones
and
the
rol
e of
the
m
idw
ife.
Lect
ure
on c
hild
ren
deve
lopm
ent.
Nat
ure/
nurt
ure
deba
te,
expl
ain
wha
t th
is is
— t
hen
split
the
le
arne
rs in
to g
roup
s an
d gi
ve t
hem
ei
ther
nat
ure
or n
urtu
re t
o de
fend
an
d th
en d
iscu
ss t
his
as a
deb
ate.
P1,
M1
Vide
o/D
VD o
n co
ncep
tion
and
bir
th
and
vide
o/D
VD p
laye
r.
OH
P an
d Po
wer
Poin
t.
Lect
ure
note
s on
the
fi
rst
year
of
life.
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Acce
ss t
o th
e in
tern
et.
Poss
ible
vis
itin
g sp
eake
r, p
erha
ps a
m
idw
ife.
Not
es o
n ch
ild
deve
lopm
ent.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 36
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
3 St
ages
and
seq
uenc
es:
norm
al r
ange
s of
de
velo
pmen
t, m
ilest
ones
, pe
rcen
tile
s.
Phys
ical
dev
elop
men
t: g
ross
and
fin
e m
otor
ski
lls,
0–3
year
s, 3
–7 y
ears
, 7–
12
year
s, 1
2–16
yea
rs.
Emot
iona
l de
velo
pmen
t: a
ttac
hmen
t,
deve
lopm
ent
of m
ulti
ple
atta
chm
ents
, se
lf-c
once
pt,
pers
onal
iden
tity
, eg
Bow
lby,
Sc
haff
er,
Mea
d, C
oole
y, F
reud
.
Soci
al d
evel
opm
ent:
pro
-soc
ial b
ehav
iour
, m
oral
dev
elop
men
t, d
evel
opm
ent
of
aggr
essi
on,
man
agin
g un
wan
ted
beha
viou
r,
eg c
ondi
tion
ing,
rei
nfor
cem
ent,
soc
ial
lear
ning
, im
itat
ion,
rol
es,
mod
els,
pee
r gr
oups
; so
cial
dev
elop
men
t of
old
er
child
ren;
0–3
, 3–
7, 7
–12,
12–
16 y
ears
.
Cogn
itiv
e an
d la
ngua
ge d
evel
opm
ent:
vi
sion
, st
udie
s of
chi
ldre
n’s
perc
epti
on,
hear
ing,
rec
epti
on,
expr
essi
on,
spee
ch,
lang
uage
and
tho
ught
, eg
Pia
get,
Bru
ner,
Ch
omsk
y; c
ogni
tive
and
lang
uage
de
velo
pmen
t of
old
er c
hild
ren;
0–3
, 3–
7,
7–12
, 12
–16
year
s.
Lect
ure
on s
tage
s an
d se
quen
ces
of
deve
lopm
ent.
Wha
t ar
e th
e no
rmal
ra
nges
? D
iscu
ss.
Wha
t ar
e m
ilest
ones
, pe
rcen
tile
s? G
ive
exam
ples
. Po
ssib
ly g
ive
lear
ners
a
hand
out
wit
h so
me
stag
es/s
eque
nces
of
deve
lopm
ent
on a
nd r
efer
the
m t
o te
xtbo
oks
wit
h th
ese
in.
Phys
ical
dev
elop
men
t —
intr
oduc
e br
iefl
y th
e m
eani
ng o
f gr
oss
and
fine
mot
or d
evel
opm
ent
and
then
sp
lit t
he c
lass
into
fou
r gr
oup
—
each
gro
up t
o re
sear
ch t
his
deve
lopm
ent
in o
ne o
f th
e fo
llow
ing
age
rang
es:
0-3,
3–7
,
7–12
, 12
–16
year
s. L
earn
ers
may
re
sear
ch u
sing
the
libr
ary
and/
or
the
inte
rnet
. G
roup
s sh
ould
mak
e a
hand
out
wit
h bu
llet
poin
ts o
f de
velo
pmen
t fo
r th
eir
give
n ag
e ra
nge
for
both
fin
e an
d gr
oss
mot
or
deve
lopm
ent.
Gro
ups
shou
ld t
hen
feed
back
to
the
rest
of
the
clas
s an
d di
scus
s as
k qu
esti
ons.
Eac
h gr
oup’
s ha
ndou
ts w
ill b
e ph
otoc
opie
d fo
r ea
ch le
arne
r.
P1,
M1
OH
P/Po
wer
Poin
t ac
cess
.
Not
es o
n st
ages
and
se
quen
ces
of
deve
lopm
ent.
Not
es a
bout
phy
sica
l de
velo
pmen
t.
Not
es a
bout
em
otio
nal
deve
lopm
ent
—
incl
udin
g: a
ttac
hmen
t,
deve
lopm
ent
of
mul
tipl
e at
tach
men
ts,
self
-con
cept
, pe
rson
al
iden
tity
, eg
Bow
lby,
Sc
haff
er,
Mea
d, C
oole
y,
Freu
d.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 37
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Lect
ure
on e
mot
iona
l dev
elop
men
t,
atta
chm
ent,
dev
elop
men
t of
m
ulti
ple
atta
chm
ents
, se
lf-
conc
ept,
per
sona
l ide
ntit
y, u
sing
th
eore
tica
l exa
mpl
es f
rom
Bow
lby,
Sc
haff
er,
Mea
d, C
oole
y, F
reud
.
Lect
ure
on s
ocia
l dev
elop
men
t,
incl
udin
g: p
ro-s
ocia
l beh
avio
ur,
mor
al d
evel
opm
ent,
dev
elop
men
t of
agg
ress
ion,
man
agin
g ch
alle
ngin
g be
havi
our,
eg
cond
itio
ning
, re
info
rcem
ent,
soc
ial l
earn
ing,
im
itat
ion,
rol
es,
mod
els,
pee
r gr
oups
; so
cial
dev
elop
men
t of
old
er
child
ren.
Lect
ure
on c
ogni
tive
and
lan
guag
e de
velo
pmen
t: v
isio
n, s
tudi
es o
f ch
ildre
n’s
perc
epti
on,
hear
ing,
re
cept
ion,
exp
ress
ion,
spe
ech,
la
ngua
ge a
nd t
houg
ht in
clud
ing
theo
reti
cal e
xam
ples
of
Piag
et,
Brun
er,
Chom
sky;
cog
niti
ve a
nd
lang
uage
dev
elop
men
t of
old
er
child
ren.
N
otes
on
soci
al
deve
lopm
ent
— in
clud
ing:
pr
o-so
cial
beh
avio
ur,
mor
al d
evel
opm
ent,
de
velo
pmen
t of
ag
gres
sion
, m
anag
ing
unw
ante
d be
havi
our,
eg
cond
itio
ning
, re
info
rcem
ent,
soc
ial
lear
ning
, im
itat
ion,
rol
es,
mod
els,
pee
r gr
oups
.
Not
es o
n co
gnit
ive
and
lang
uage
dev
elop
men
t:
visi
on,
stud
ies
of
child
ren’
s pe
rcep
tion
, he
arin
g, r
ecep
tion
, ex
pres
sion
, sp
eech
, la
ngua
ge a
nd t
houg
ht
incl
udin
g th
eore
tica
l ex
ampl
es o
f Pi
aget
, Br
uner
, Ch
omsk
y;
cogn
itiv
e an
d la
ngua
ge
deve
lopm
ent
of o
lder
ch
ildre
n.
Inte
rnet
acc
ess.
Acce
ss t
o a
libra
ry o
r re
leva
nt t
exts
.
Phot
ocop
ier.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 38
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
4 Fa
ctor
s af
fect
ing
grow
th a
nd
deve
lopm
ent:
eg
mot
ivat
ion,
adu
lt
expe
ctat
ions
, he
alth
sta
tus,
gen
etic
in
heri
tanc
e, g
ende
r, f
amily
bac
kgro
und,
so
cial
, cu
ltur
al,
fina
ncia
l, e
cono
mic
and
en
viro
nmen
tal f
acto
rs;
agen
cies
wor
king
fo
r an
d w
ith
youn
g ch
ildre
n; f
acto
rs
affe
ctin
g ol
der
child
ren;
0–3
, 3–
7, 7
–12,
12
–16
year
s.
Play
: th
e ro
le o
f pl
ay in
sup
port
ing
child
ren’
s de
velo
pmen
t.
In g
roup
s to
ans
wer
the
fol
low
ing
ques
tion
:
Wha
t fa
ctor
s m
ay a
ffec
t gr
owth
?
Gro
ups
devi
se a
spi
der-
grap
h an
d th
en f
eedb
ack
to t
he r
est
of t
he
clas
s.
Lect
ure
on f
acto
rs w
hich
may
af
fect
gro
wth
.
Agai
n in
gro
ups,
ans
wer
ing
the
follo
win
g qu
esti
on in
a s
pide
r-gr
aph.
Wha
t is
the
rol
e of
pla
y in
su
ppor
ting
chi
ldre
n’s
deve
lopm
ent?
Enco
urag
e le
arne
rs t
o di
scus
s ex
ampl
es t
hey
have
see
n in
the
ir
plac
emen
ts.
Lect
ure
on t
he r
ole
of p
lay
in
supp
orti
ng c
hild
ren’
s de
velo
pmen
t.
If t
here
is a
ny t
ime
left
thi
s co
uld
be u
sed
to w
ork
on s
ome
of t
he
assi
gnm
ent
task
s.
Han
d ou
t an
d ex
plai
n Ta
sk 1
of
the
assi
gnm
ent.
Dis
cuss
a p
ossi
ble
hand
in
dat
e.
Task
1
P1,
M1
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Not
es o
n fa
ctor
s af
fect
ing
grow
th.
Not
es o
n pl
ay a
nd h
ow
it s
uppo
rts
child
ren’
s de
velo
pmen
t.
Assi
gnm
ent
task
1 —
co
pies
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 39
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
5 H
ow t
o pr
omot
e de
velo
pmen
t ac
ross
0-3
ag
e ra
nge,
con
side
ring
:
Envi
ronm
ent:
pro
visi
on o
f a
safe
, se
cure
an
d en
cour
agin
g en
viro
nmen
t in
pa
rtne
rshi
p w
ith
fam
ilies
; in
clus
ive,
ant
i-di
scri
min
ator
y; s
uppo
rtin
g ph
ysic
al n
eeds
, so
cial
nee
ds,
emot
iona
l wel
lbei
ng a
nd
inte
llige
nce;
clo
se a
nd c
onsi
sten
t re
lati
onsh
ips
and
impo
rtan
ce f
or m
enta
l he
alth
; ba
by/c
hild
fri
endl
y.
Mee
ting
phy
sica
l ne
eds:
eg
safe
ty,
nutr
itio
n/he
alth
y ea
ting
, se
nsit
ive
toile
t tr
aini
ng.
Enco
urag
emen
t: le
arni
ng,
crea
tivi
ty,
appr
opri
ate
inde
pend
ence
, ex
pres
sion
of
choi
ces
and
indi
vidu
al p
refe
renc
es,
awar
enes
s of
the
mse
lves
and
of
othe
rs;
supp
ort
whe
n m
akin
g tr
ansi
tion
s fr
om o
ne
situ
atio
n to
ano
ther
; pl
ay w
ith
and
alon
gsid
e ba
bies
and
chi
ldre
n; r
ealis
tic,
po
siti
ve,
cons
iste
nt a
nd s
uppo
rtiv
e re
spon
ses
to c
hild
ren’
s be
havi
our;
sup
port
du
ring
tra
nsit
ion
wit
hin
or b
etw
een
sett
ings
; ph
ysic
al s
kills
, gr
oss
and
fine
m
otor
ski
ll de
velo
pmen
t.
In g
roup
s —
Wha
t so
rt o
f en
viro
nmen
t w
ould
we
expe
ct f
or
0-3
year
old
s? F
eedb
ack
and
disc
uss
wit
h th
e re
st o
f th
e cl
ass.
Lect
ure
— P
hysi
cal n
eeds
of
a ch
ild
0-3
year
s-po
ssib
ly w
ith
a ha
ndou
t.
In g
roup
— H
ow c
an w
e en
cour
age
child
ren’
s le
arni
ng in
0-3
age
ra
nge?
Enco
urag
e le
arne
rs t
o di
scus
s/co
nsid
er:
lear
ning
, cr
eati
vity
, ap
prop
riat
e in
depe
nden
ce,
expr
essi
on o
f ch
oice
s an
d in
divi
dual
pre
fere
nces
, aw
aren
ess
of t
hem
selv
es a
nd o
f ot
hers
; su
ppor
t w
hen
mak
ing
tran
siti
ons
from
one
sit
uati
on t
o an
othe
r; p
lay
wit
h an
d al
ongs
ide
babi
es a
nd c
hild
ren;
rea
listi
c,
posi
tive
, co
nsis
tent
and
sup
port
ive
resp
onse
s to
chi
ldre
n’s
beha
viou
r;
supp
ort
duri
ng t
rans
itio
n w
ithi
n or
be
twee
n se
ttin
gs;
phys
ical
ski
lls,
gros
s an
d fi
ne m
otor
ski
ll de
velo
pmen
t.
P2,
M2
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Not
es o
n ph
ysic
al n
eeds
of
a c
hild
age
d 0-
3 ye
ars
and
poss
ible
ha
ndou
t.
OH
P or
Pow
erPo
int.
Not
es a
bout
ear
ly y
ears
w
orke
rs s
uppo
rtin
g ch
ildre
n’s
lear
ning
0-3
.
Not
es a
bout
dif
fere
nt
type
s of
com
mun
icat
ion
wit
hin
0-3
age
rang
e.
Poss
ible
vis
it f
rom
a
pare
nt,
child
min
der
and/
or n
urse
ry
wor
ker/
man
ager
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 40
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Su
ppor
t le
arni
ng:
supp
orti
ng p
lay,
ex
plor
atio
n, p
robl
em s
olvi
ng;
sens
ory
lear
ning
thr
ough
pro
visi
on o
f ap
prop
riat
e se
nsor
y m
ater
ials
and
exp
erie
nces
; ev
eryd
ay r
outi
nes;
ear
ly li
tera
cy a
nd
coun
ting
.
Com
mun
icat
ion:
use
dif
fere
nt t
ypes
of
verb
al a
nd n
on-v
erba
l com
mun
icat
ion
to
mee
t al
l chi
ldre
n’s
need
s, e
g ta
lkin
g,
liste
ning
, tu
rn-t
akin
g, e
ye c
onta
ct,
song
s,
rhym
es;
supp
ort
earl
y in
tere
st in
rea
ding
an
d m
ark-
mak
ing,
usi
ng m
athe
mat
ical
la
ngua
ge;
supp
ort
for
child
ren
who
se h
ome
lang
uage
is n
ot E
nglis
h or
Wel
sh.
Lect
ure
— H
ow c
an w
e as
ear
ly
year
s w
orke
rs s
uppo
rt le
arni
ng in
0–
3 ye
ar a
ge r
ange
?
Lect
ure
on d
iffe
rent
typ
es o
f co
mm
unic
atio
n w
ith
0–3
year
old
s —
le
arne
rs t
o ch
oose
fro
m t
he
diff
eren
t ty
pes
and
com
mun
icat
e w
ith
one
anot
her
only
thr
ough
the
ch
osen
met
hod.
Poss
ible
vis
it f
rom
a p
aren
t, c
hild
m
inde
r an
d/or
nur
sery
w
orke
r/m
anag
er.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 41
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
6 H
ow t
o pr
omot
e de
velo
pmen
t ac
ross
3–7
ag
e ra
nge,
con
side
ring
:
Envi
ronm
ent:
pro
visi
on o
f a
safe
, se
cure
an
d en
cour
agin
g en
viro
nmen
t in
pa
rtne
rshi
p w
ith
fam
ilies
; in
clus
ive,
ant
i-di
scri
min
ator
y; s
uppo
rtin
g ph
ysic
al n
eeds
, so
cial
nee
ds,
emot
iona
l wel
lbei
ng a
nd
inte
llige
nce;
age
-app
ropr
iate
act
ivit
ies,
m
ater
ials
and
exp
erie
nces
to
supp
ort
lear
ning
and
dev
elop
men
t; c
hild
fri
endl
y.
Mee
ting
phy
sica
l ne
eds:
enc
oura
ge h
ealt
hy
eati
ng a
nd li
fe s
tyle
.
Enco
urag
emen
t: c
reat
ivit
y; p
lay
and
expl
orat
ion;
allo
w c
hild
ren
to a
sses
s an
d ta
ke r
isks
wit
hout
und
er o
r ov
er
prot
ecti
on;
be r
ealis
tic,
con
sist
ent
and
supp
orti
ve in
res
pond
ing
to c
hild
ren’
s be
havi
our
follo
win
g th
e po
licie
s of
the
se
ttin
g; e
nsur
e th
at t
he n
eeds
of
all
child
ren
are
bein
g m
et in
clud
ing
thos
e w
ith
disa
bilit
ies
or s
peci
al e
duca
tion
al
need
s; e
ncou
rage
inde
pend
ence
but
pr
ovid
e cl
ose,
con
sist
ent
and
relia
ble
rela
tion
ship
s en
ablin
g th
e gr
owth
of
self
-es
teem
and
res
ilien
ce;
supp
ort
child
ren
thro
ugh
tran
siti
ons,
eg
star
ting
sch
ool;
ph
ysic
al s
kills
, gr
oss
and
fine
mot
or s
kill
deve
lopm
ent.
In g
roup
— W
hat
sort
of
envi
ronm
ent
wou
ld w
e ex
pect
for
3-7
year
old
s? F
eedb
ack
and
disc
uss
wit
h th
e re
st o
f th
e cl
ass.
Lect
ure
— P
hysi
cal n
eeds
of
a ch
ild
3-7
year
s —
pos
sibl
y w
ith
a ha
ndou
t.
In g
roup
s —
How
can
we
enco
urag
e ch
ildre
n’s
lear
ning
in 3
-7 a
ge r
ange
?
Enco
urag
e le
arne
rs t
o di
scus
s/co
nsid
er:
crea
tivi
ty;
play
and
ex
plor
atio
n; a
llow
chi
ldre
n to
ass
ess
and
take
ris
ks w
itho
ut u
nder
or
over
pr
otec
tion
; be
rea
listi
c, c
onsi
sten
t an
d su
ppor
tive
in r
espo
ndin
g to
ch
ildre
n’s
beha
viou
r fo
llow
ing
the
polic
ies
of t
he s
etti
ng;
ensu
re t
hat
the
need
s of
all
child
ren
are
bein
g m
et in
clud
ing
thos
e w
ith
disa
bilit
ies
or s
peci
al e
duca
tion
al n
eeds
; en
cour
age
inde
pend
ence
but
pro
vide
cl
ose,
con
sist
ent
and
relia
ble
rela
tion
ship
s en
ablin
g th
e gr
owth
of
self
-est
eem
and
res
ilien
ce;
supp
ort
child
ren
thro
ugh
tran
siti
ons,
eg
star
ting
sch
ool;
phy
sica
l ski
lls,
gros
s an
d fi
ne m
otor
ski
ll de
velo
pmen
t.
P2,
M2
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Not
es o
n ph
ysic
al n
eeds
of
a c
hild
age
d 3-
7 an
d po
ssib
le h
ando
ut.
OH
P or
Pow
erPo
int
Not
es a
bout
ear
ly y
ears
w
orke
rs s
uppo
rtin
g ch
ildre
n’s
lear
ning
3–7
.
Not
es a
bout
dif
fere
nt
type
s of
com
mun
icat
ion
wit
h 3-
7 ye
ar o
lds.
Poss
ible
vis
it f
rom
an
infa
nt s
choo
l tea
cher
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 42
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Su
ppor
t le
arni
ng:
supp
ort
play
and
le
arni
ng a
ctiv
itie
s; s
uppo
rt e
mer
ging
w
riti
ng,
inte
rest
in b
ooks
and
pri
nt,
use
of
book
s an
d st
orie
s; u
se o
f m
aths
lang
uage
, co
unti
ng,
sort
ing,
mat
chin
g, u
sing
m
athe
mat
ics
in t
he e
nvir
onm
ent;
pro
blem
so
lvin
g.
Com
mun
icat
ion:
use
dif
fere
nt t
ypes
of
verb
al a
nd n
on-v
erba
l com
mun
icat
ion
to
mee
t al
l chi
ldre
n’s
need
s, e
g ta
lkin
g,
liste
ning
, tu
rn-t
akin
g, e
ye c
onta
ct,
song
s,
rhym
es;
be r
ealis
tic,
con
sist
ent
and
supp
orti
ve in
res
pond
ing
to c
hild
ren’
s be
havi
our
follo
win
g th
e po
licie
s of
the
se
ttin
g; e
nsur
e th
at t
he n
eeds
of
all
child
ren
are
bein
g m
et in
clud
ing
thos
e w
ith
disa
bilit
ies
or s
peci
al e
duca
tion
al
need
s; s
uppo
rt f
or c
hild
ren
who
se h
ome
lang
uage
is n
ot E
nglis
h or
Wel
sh.
Lect
ure
— H
ow c
an w
e as
ear
ly y
ears
w
orke
rs s
uppo
rt le
arni
ng in
3-7
yea
r ag
e ra
nge?
Lect
ure
on d
iffe
rent
typ
es o
f co
mm
unic
atio
n w
ith
3-7
year
old
s ge
t le
arne
rs t
o ch
oose
fro
m t
he d
iffe
rent
ty
pes
and
com
mun
icat
e w
ith
one
anot
her
only
thr
ough
the
cho
sen
met
hod.
Poss
ible
vis
it f
rom
an
infa
nt s
choo
l te
ache
r.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 43
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
7 H
ow t
o pr
omot
e de
velo
pmen
t ac
ross
7-1
2 ag
e ra
nge,
con
side
ring
:
Envi
ronm
ent:
pro
visi
on o
f a
safe
, se
cure
an
d en
cour
agin
g en
viro
nmen
t; in
clus
ive,
an
ti-d
iscr
imin
ator
y; p
rovi
de o
ppor
tuni
ties
fo
r ex
plor
atio
n an
d di
ffer
ent
expe
rien
ces,
st
and
back
and
allo
w c
hild
ren
to a
sses
s,
take
ris
ks a
nd f
ace
chal
leng
es f
or
them
selv
es a
ccor
ding
to
thei
r ab
iliti
es,
need
s an
d st
age
of d
evel
opm
ent;
sup
port
em
otio
nal w
ellb
eing
and
the
dev
elop
men
t of
em
otio
nal i
ntel
ligen
ce;
give
mea
ning
ful
prai
se a
nd e
ncou
rage
men
t; b
e a
liste
ning
ea
r w
hen
need
ed;
supp
ort
child
ren
as t
hey
mov
e be
twee
n se
ttin
gs.
Mee
ting
phy
sica
l ne
eds:
rec
ogni
se a
nd
ackn
owle
dge
child
ren’
s pa
rtic
ular
nee
ds a
s th
ey e
nter
pub
erty
and
ens
ure
that
the
ne
eds
of a
ll ch
ildre
n ar
e be
ing
met
in
clud
ing
thos
e w
ith
disa
bilit
ies
or s
peci
al
educ
atio
nal n
eeds
; en
cour
age
heal
thy
life
styl
es,
heal
thy
eati
ng a
nd e
xerc
ise.
Lear
ning
: pr
ovid
e op
port
unit
ies
for
expl
orat
ion
and
dive
rse
expe
rien
ces;
su
ppor
t cr
eati
vity
; su
ppor
t in
form
atio
n ha
ndlin
g, w
ritt
en c
omm
unic
atio
n,
mat
hem
atic
al a
nd s
cien
tifi
c in
tere
st.
In g
roup
s —
Wha
t so
rt o
f en
viro
nmen
t w
ould
we
expe
ct f
or.
7-12
yea
r ol
ds?
Feed
back
and
dis
cuss
w
ith
the
rest
of
the
clas
s.
Lect
ure
— P
hysi
cal n
eeds
of
a ch
ild
7-12
yea
rs-p
ossi
bly
wit
h a
hand
out.
In g
roup
s —
How
can
we
enco
urag
e ch
ildre
n’s
lear
ning
in 7
-12
age
rang
e?
Enco
urag
e le
arne
rs t
o di
scus
s/co
nsid
er:
prov
idin
g op
port
unit
ies
for
expl
orat
ion
and
dive
rse
expe
rien
ces;
sup
port
ing
crea
tivi
ty;
supp
orti
ng in
form
atio
n ha
ndlin
g, w
ritt
en c
omm
unic
atio
n,
mat
hem
atic
al a
nd s
cien
tifi
c in
tere
st.
Lect
ure
— H
ow c
an w
e as
sup
port
w
orke
rs s
uppo
rt le
arni
ng in
7-1
2 ye
ar
age
rang
e?
Lect
ure
on d
iffe
rent
typ
es o
f co
mm
unic
atio
n w
ith
7-12
yea
r ol
ds.
Poss
ible
vis
it f
rom
a j
unio
r sc
hool
te
ache
r.
P2,
M2
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Not
es o
n ph
ysic
al n
eeds
of
a c
hild
7-1
2 an
d po
ssib
le h
ando
ut.
OH
P or
Pow
erPo
int
Not
es a
bout
sup
port
w
orke
rs s
uppo
rtin
g ch
ildre
n’s
lear
ning
w
ithi
n 7-
12 a
ge r
ange
.
Not
es a
bout
dif
fere
nt
type
s of
com
mun
icat
ion
wit
h 7-
12 y
ear
olds
.
Poss
ible
vis
it f
rom
a
juni
or s
choo
l tea
cher
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 44
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Co
mm
unic
atio
n: e
ncou
rage
a w
ide
rang
e of
com
mun
icat
ion
stra
tegi
es;
answ
er
ques
tion
s w
ith
sens
itiv
ity,
enc
oura
ging
in
depe
nden
ce a
nd b
eing
ava
ilabl
e in
a
supp
orti
ve r
ole;
tal
k ho
nest
ly a
nd r
aise
aw
aren
ess
of is
sues
in li
ne w
ith
child
ren’
s qu
esti
ons
abou
t dr
inki
ng,
smok
ing,
ille
gal
drug
use
, se
xual
ity
and
sexu
al
deve
lopm
ent;
sup
port
for
chi
ldre
n w
hose
ho
me
lang
uage
is n
ot E
nglis
h or
Wel
sh.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 45
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
8 H
ow t
o pr
omot
e de
velo
pmen
t ac
ross
12-
16
age
rang
e, c
onsi
deri
ng:
Envi
ronm
ent:
pro
vide
an
enco
urag
ing,
saf
e an
d em
otio
nally
sec
ure
envi
ronm
ent
that
re
cogn
ises
app
roac
hing
adu
ltho
od,
give
m
eani
ngfu
l pra
ise
and
enco
urag
emen
t;
incl
usiv
e, a
nti-
disc
rim
inat
ory;
sup
port
em
otio
nal w
ellb
eing
and
inte
llige
nce;
pr
ovid
e in
form
atio
n an
d su
ppor
t as
ch
ildre
n m
ake
care
er,
educ
atio
n an
d tr
aini
ng c
hoic
es,
prov
ide
oppo
rtun
itie
s fo
r ch
ildre
n to
ass
ess
and
take
ris
ks a
nd f
ace
chal
leng
es;
supp
ort
duri
ng t
rans
itio
ns.
Mee
ting
phy
sica
l ne
eds:
pro
vide
in
form
atio
n ab
out
heal
thy
lifes
tyle
s ac
cord
ing
to a
ccep
ted
guid
elin
es,
prov
ide
info
rmat
ion
abou
t th
e he
alth
and
wel
fare
is
sues
ari
sing
fro
m s
mok
ing,
ille
gal d
rug
abus
e, s
exua
l pra
ctic
es.
Lear
ning
: en
cour
age
crea
tivi
ty a
nd
crea
tive
sol
utio
ns;
enco
urag
e ch
oice
s an
d po
siti
ve d
ecis
ion
mak
ing;
sup
port
in
form
atio
n ha
ndlin
g an
d as
sess
ing
the
valu
e of
info
rmat
ion.
In g
roup
s —
Wha
t so
rt o
f en
viro
nmen
t w
ould
we
expe
ct f
or 1
2-16
yea
r ol
ds?
Feed
back
and
dis
cuss
wit
h th
e re
st o
f th
e cl
ass.
Lect
ure
— P
hysi
cal n
eeds
of
a ch
ild
12-1
6 ye
ars
— p
ossi
bly
wit
h a
hand
out.
In g
roup
s —
How
can
we
enco
urag
e ch
ildre
n’s
lear
ning
in 1
2-16
age
ra
nge?
Enco
urag
e le
arne
rs t
o di
scus
s/co
nsid
er h
ow w
e ca
n:
enco
urag
e cr
eati
vity
and
cre
ativ
e so
luti
ons;
enc
oura
ge c
hoic
es a
nd
posi
tive
dec
isio
n m
akin
g; s
uppo
rt
info
rmat
ion
hand
ling
and
asse
ssin
g th
e va
lue
of in
form
atio
n
Lect
ure
— H
ow c
an w
e as
sup
port
w
orke
rs s
uppo
rt le
arni
ng in
12-
16
year
age
ran
ge?
Lect
ure
on d
iffe
rent
typ
es o
f co
mm
unic
atio
n w
ith
12-1
6 ye
ar o
lds.
Poss
ible
vis
it f
rom
a s
econ
dary
sch
ool
teac
her
or y
outh
wor
ker.
P2,
M2
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Not
es o
n ph
ysic
al n
eeds
of
a 1
2-16
yea
r ol
d an
d po
ssib
le h
ando
ut.
OH
P or
Pow
erPo
int.
Not
es a
bout
sup
port
w
orke
rs s
uppo
rtin
g ch
ildre
n’s
lear
ning
in
the
12-1
6 ag
e ra
nge.
Not
es a
bout
dif
fere
nt
type
s of
com
mun
icat
ion
wit
h 12
-16
year
old
s.
Poss
ible
vis
it f
rom
a
seco
ndar
y sc
hool
te
ache
r or
you
th
wor
ker.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 46
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Co
mm
unic
atio
n: e
ncou
rage
a w
ide
rang
e of
com
mun
icat
ion
stra
tegi
es;
nego
tiat
e an
d co
mm
unic
ate
wit
h ch
ildre
n, v
alui
ng
and
inco
rpor
atin
g th
eir
opin
ions
and
vie
ws;
an
swer
que
stio
ns w
ith
sens
itiv
ity
and
be
avai
labl
e in
a s
uppo
rtiv
e ro
le.
9 Th
is w
eek’
s se
ssio
n ti
me
can
be u
sed
to
re-c
ap o
n an
y le
ctur
es le
arne
rs r
equi
re,
as
wel
l as
allo
win
g ti
me
to c
ompl
ete
assi
gnm
ents
and
dis
cuss
any
issu
es w
ith
tuto
r.
Re-c
ap o
f te
achi
ng s
o fa
r, if
nee
ded.
Assi
gnm
ent
com
plet
ion
tim
e to
be
give
n w
ith
the
supp
ort
of a
tut
or.
Ask
lear
ners
to
obse
rve
the
conf
iden
tial
ity
polic
y at
the
ir
plac
emen
t, a
nd if
pos
sibl
e br
ing
a co
py o
f it
wit
h th
em t
o th
e ne
xt
sess
ion.
All
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 47
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
10
Und
erst
and
obje
ctiv
ity
and
ethi
cs w
hen
obse
rvin
g ch
ildre
n.
Obj
ecti
vity
/sub
ject
ivit
y: d
efin
itio
ns a
nd
exam
ples
, va
lidit
y, r
elia
bilit
y an
d er
ror.
Perc
epti
on:
perc
eptu
al t
rick
s —
in
terp
reti
ng v
isua
l im
ages
dif
fere
ntly
, eg
Le
eper
’s L
ady,
Par
is in
the
Spr
ing.
Att
itud
es,
valu
es a
nd b
elie
fs:
eg A
llpor
t.
Bias
: eg
sel
ecti
on o
f ch
ild,
acti
vity
, ti
me
of d
ay.
Ethi
cal
prot
ocol
s: n
eces
sary
per
mis
sion
s,
cons
ulta
tion
s, in
form
atio
n, a
ppro
val,
in
volv
emen
t, n
egot
iati
on,
repo
rtin
g,
expl
icit
aut
hori
sati
on.
Conf
iden
tial
ity:
sec
urit
y of
info
rmat
ion,
di
sclo
sure
of
info
rmat
ion.
Righ
ts:
righ
ts o
f re
fusa
l, n
on-p
arti
cipa
tion
.
Resp
onsi
bili
ty:
accu
racy
, va
lidit
y,
purp
ose.
Lect
ure
on o
bjec
tivi
ty a
nd
subj
ecti
vity
.
Perc
epti
on:
perc
eptu
al t
rick
s —
sha
re
som
e w
ith
the
clas
s an
d th
en a
sk
them
to
go o
ff in
pai
rs/g
roup
s an
d fi
nd s
ome
of t
heir
ow
n, t
hat
they
can
th
en s
hare
wit
h th
e re
st o
f th
e cl
ass.
Th
ey m
ay h
ave
a go
at
draw
ing
thei
r ow
n or
sea
rchi
ng t
he in
tern
et a
nd/o
r bo
oks.
Lect
ure
abou
t at
titu
des
and
diff
eren
t va
lues
and
bel
iefs
.
Clas
s di
scus
sion
— W
hat
is m
eant
by
bein
g bi
ased
? G
ive
the
lear
ners
som
e ex
ampl
es a
nd e
nsur
e th
ey u
nder
stan
d it
s m
eani
ng.
Lect
ure
on e
thic
al p
roto
cols
.
Conf
iden
tial
ity
wit
hin
an o
bser
vati
on
— d
iscu
ssio
n of
con
fide
ntia
lity
polic
ies
gath
ered
fro
m p
lace
men
ts.
Dis
cuss
lear
ners
’ re
spon
sibi
lity
to
ensu
re in
form
atio
n in
the
ir
obse
rvat
ions
is a
ccur
ate,
val
id a
nd
has
a pu
rpos
e as
wel
l as
ensu
ring
ch
ildre
n’s
righ
t ar
e pr
otec
ted.
Han
d ou
t an
d ex
plai
n Ta
sk 2
. D
iscu
ss
a po
ssib
le h
and
in d
ate
for
this
tas
k.
P3
Copi
es o
f Ta
sk 2
for
le
arne
rs.
Not
es o
n ob
ject
ivit
y an
d su
bjec
tivi
ty.
OH
P an
d/or
Po
wer
Poin
t.
Acce
ss t
o th
e in
tern
et
and
libra
ry.
Pape
r an
d pe
ns.
Not
es o
n va
lues
and
be
liefs
and
peo
ple’
s at
titu
des.
Not
es o
n et
hica
l pr
otoc
ols.
Conf
iden
tial
ity
polic
ies.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 48
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
11
Und
erst
and
the
use
of o
bser
vati
on.
Purp
ose:
ass
essm
ent,
rep
orti
ng,
plan
ning
; le
gal r
equi
rem
ent;
fra
mew
ork
for
obse
rvat
ion
and
asse
ssm
ent;
gai
n in
form
atio
n ab
out,
eg
deve
lopm
enta
l st
age,
pro
gres
s, a
spec
ts o
f he
alth
/wel
lbei
ng,
beha
viou
r.
Plan
ning
: pe
rmis
sion
s, p
repa
rati
on o
f do
cum
enta
tion
, de
cisi
on a
bout
aim
, m
etho
d, a
ctiv
ity.
Und
erta
king
obs
erva
tion
: be
ing
unob
trus
ive,
min
imis
ing
dist
ract
ions
.
Obs
erva
tion
al m
etho
ds:
wri
tten
na
rrat
ive/
runn
ing
reco
rd,
targ
et c
hild
, ti
me
sam
ple,
eve
nt s
ampl
e, c
heck
list,
gr
aphs
and
cha
rts,
long
itud
inal
, cr
oss-
sect
iona
l, s
truc
ture
d re
cord
ing
syst
em.
Part
icip
ant
obse
rvat
ion:
def
init
ion,
use
s.
Gro
ups:
soc
iogr
ams,
map
ping
, fi
eld
note
s,
obse
rvat
ion
sche
dule
s, a
udio
/vid
eo
reco
rdin
gs.
Com
pari
son
of m
etho
ds:
uses
in d
iffe
rent
si
tuat
ions
, ad
vant
ages
and
wea
knes
ses.
Lim
itat
ions
wit
h m
etho
ds:
eg m
emor
y,
unfa
mili
arit
y w
ith
chec
klis
t or
str
uctu
red
met
hod.
Gro
up d
iscu
ssio
n —
why
do
we
obse
rve
child
ren?
Spi
der-
grap
h an
d th
en d
iscu
ss w
ith
the
clas
s.
Lect
ure:
• pu
rpos
e of
obs
erva
tion
s
• pl
anni
ng t
o ob
serv
e
• ca
rryi
ng o
ut t
he o
bser
vati
on
• di
ffer
ent
met
hods
of
obse
rvin
g ch
ildre
n
• co
mpa
ring
dif
fere
nt m
etho
ds o
f ob
serv
ing
• lim
itat
ions
wit
hin
som
e m
etho
ds
• in
terp
reti
ng o
bser
vati
ons
• as
sess
men
ts o
f ch
ildre
n fr
om
obse
rvat
ions
• sh
arin
g in
form
atio
n/
conf
iden
tial
ity.
If p
ossi
ble,
giv
e le
arne
rs a
han
dout
w
hich
hig
hlig
hts
the
mai
n po
ints
fro
m
the
abov
e le
ctur
e.
Han
d ou
t an
d ex
plai
n Ta
sk 3
. D
iscu
ss
a po
ssib
le h
and
in d
ate
for
this
tas
k.
P4,
P5
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
OH
P an
d/or
Po
wer
Poin
t.
Not
es o
n ob
serv
ing
child
ren.
Han
dout
on
obse
rvin
g ch
ildre
n.
Copi
es o
f Ta
sk 3
for
the
le
arne
rs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 49
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
Li
mit
atio
ns w
ith
reco
rdin
g: e
g w
riti
ng
quic
kly
enou
gh,
illeg
ible
not
es.
Inte
rpre
tati
on:
eg s
igni
fica
nt le
arni
ng o
r ac
hiev
emen
t, c
hang
es in
beh
avio
ur;
basi
s of
pla
nnin
g pr
ovis
ion.
Ass
essm
ent:
for
mat
ive,
sum
mat
ive;
co
mpa
riso
n w
ith
mile
ston
es,
rela
tion
to
child
dev
elop
men
t th
eori
sts,
ach
ieve
men
t of
cur
ricu
lar
obje
ctiv
es,
basi
s fo
r pl
anni
ng
futu
re p
lay/
lear
ning
act
ivit
ies/
prov
isio
n,
iden
tify
ing
deve
lopm
enta
l del
ay.
Reco
rdin
g/re
port
ing/
shar
ing
of
info
rmat
ion:
con
fide
ntia
lity;
per
mis
sion
s;
part
ners
hip
wit
h pa
rent
s; s
hari
ng f
indi
ngs
as a
ppro
pria
te a
nd a
ccor
ding
to
the
proc
edur
es o
f th
e se
ttin
g; r
efer
ring
co
ncer
ns,
eg p
arti
cula
r di
ffic
ulti
es,
susp
ecte
d ne
glec
t or
abu
se;
psyc
holo
gica
l or
lega
l evi
denc
e.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 50
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
12
This
wee
k’s
sess
ion
tim
e ca
n be
use
d to
re
-cap
on
any
lect
ures
lear
ners
req
uire
, as
w
ell a
s al
low
ing
tim
e to
com
plet
e as
sign
men
ts a
nd d
iscu
ss a
ny is
sues
wit
h tu
tor.
Han
d in
ass
ignm
ent
task
, ex
cept
the
chi
ld
stud
y w
hich
will
be
hand
ed in
at
a la
ter
date
.
Re-c
ap o
f te
achi
ng s
o fa
r, if
nee
ded.
Assi
gnm
ent
com
plet
ion
tim
e to
be
give
n w
ith
the
supp
ort
of a
tut
or.
ALL
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
51
Sample assessment activity
Task 1
For P1, describe the expected patterns of development from 0-16 years and the factors affecting development. For P2 describe how development can be promoted across the 0-16 years age range.
Make a booklet divided into sections, (0-3 years, 3-7 years, 7-12 years and 12-16 years) which describes:
• expected patterns of development from 0-16 years
• factors which may affect development 0-16 years
• how development can be promoted across 0-16 year age range.
For M1, explain the expected patterns of development from 0-3 years and the factors affecting development.
You need to ensure in your 0-3 year old section that you explain the expected patterns of development and factors affecting it.
For M2, explain how development can be promoted across the 0-3 years age range.
You need to ensure in your 0-3 year old section you explain in detail how to promote development.
Task 2
For P3, explain the importance of objectivity and the consideration of ethical issues when observing children. For P4 explain the use of observation of children.
Answer the following questions in an essay format, ensuring a detailed explanation.
• What is the importance of objectivity and consideration of ethical issues when observing children?
• What is the use of observation of children?
Task 3
For P5, describe own use of four observational techniques to observe children.
In your placements over the duration of your course, ensure you use at least four methods of observation. Once you have used four different observational techniques, describe each of them and explain how you used them.
For M3, interpret observations to show how observation can be used for assessing, recording and planning.
Using the four observations discussed in P5, interpret them to show how they could be used to assess, record and plan.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
52
For D1, analyse observations to show how these can be used to promote different aspects of development.
Analyse at least two of the observations you used in P5 and M3 and show how these observations could be used to promote different aspects of development.
Child study
For P6, describe own longitudinal study of a baby or young child.
You are expected to study a child between the ages of 0-3 years old over a period of 6-18 months (depending on your tutor/college). You will be expected to visit at least once a month, carrying out observations on each visit.
You need to write about:
• why you chose this child
• aspects of development you intend to observe
• initial information about the child
• how you will observe them- observational techniques you intend to use
• any ethical considerations
• observation comparisons
• limitations which may affect your observations and/or recordings
• measurements of the child including weight, height at different stages
• caring routines
• feeding
• play
• toys
• clothing
• areas of child development including physical, intellectual, emotional, social, language and communication.
You will need to ensure/consider:
• confidentiality
• rights
• objectivity.
For M4, interpret longitudinal study, assessing, recording and planning for the child.
You will need to show that you have interpreted your observations during your study, for the purpose of assessment and recording. Include this evidence, along with any rough notes/interpretations, with your child study.
For D2, evaluate the observational techniques used including the longitudinal method.
You will need to show that you have evaluated the observational techniques used during your child study. Evidence for D2 may also be gathered using placement observations.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
53
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor
• work experience placements
• IT resources
• video/DVD materials
• access to a baby or young child
• library resources with key texts and other reference materials.
In addition, the following resources are considered to be highly valuable:
• guest speakers.
Indicative reading for learners
There are many resources available to support this unit. Some examples are given below.
Books
Bee H — The Developing Child (Allyn and Bacon, 2006) ISBN 0205494099
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 9780748781973
Hobart and Frankel — A Practical Guide to Child Observation and Assessment (Nelson Thornes, 2004) ISBN 0748785264
Lindon J — Understanding Child Development (Hodder Arnold, 2005) ISBN 0340886692
Meggitt C — Child Development: An Illustrated Guide (Heinemann, 2006) ISBN 0435420488
Peacock S — BTEC National Children’s Care, Learning and Development: Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Riddall-Leech S — How to Observe Children (Heinemann, 2005) ISBN 9780435401863
Squire G — BTEC National Children’s Care, Learning and Development: Student Book (Heinemann, 2007) ISBN 9780435499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development: Candidate Handbook (Heinemann, 2006) ISBN 9780435449179
Tassoni P — Child Development: 6 to 16 years (Heinemann, 2006) ISBN 9780435899837
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
54
Journals
British Journal of Developmental Psychology
Child Development
Early Years Educator
Nursery World
Websites
www.childdevelopmentinfo.com Child Development Institute
www.ncb.org.uk National Children’s Bureau
www.sirenfilms.co.uk Siren Film and Video Ltd
www.surestart.gov.uk Sure Start
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
55
Unit 4: Reflecting and Developing Practice for Children aged 0-8
NQF Level 3: BTEC Nationals
Guided learning hours: 120 plus 800 hours of assessed work experience
Unit abstract
This unit is double weighted, learners being required to undertake a total of 800 hours supervised work placement. Professional practice is an essential component of this unit, and of the programme as a whole.
The aim of the unit is to reflect the practical application of the programme, providing learners with opportunities to apply their knowledge and understanding in the workplace, as well as to develop, practise and demonstrate the practical competencies required of professional childcare and early years workers. Learners need to gain experience of working with children from birth to 8 years in a variety of settings. Experience of working with children, who have additional requirements and may be over this chronological age, should also be included.
A central focus of the unit is reflection, and learners are required to reflect on their own performance in demonstrating the workplace expectations of a professional carer.
The unit is intended to contribute to the underpinning knowledge required for CCLD 304: Reflect on and develop practice of the National Occupational Standards in Children’s Care, Learning and Development.
Learning outcomes
On completion of this unit a learner should:
1 Understand roles and responsibilities within the Children’s Care, Learning and Development Sector
2 Be able to observe and identify the individual needs and skills of children
3 Know how to respond to children’s needs through care routines and procedures
4 Know how to promote a stimulating learning environment for children
5 Be able to reflect on own practices in work placement experiences.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 56
Exem
plar
pro
gram
me
of le
arni
ng
Thes
e se
ssio
ns c
an b
e sp
lit in
to s
mal
ler
wee
kly
sess
ions
dep
endi
ng o
n th
e co
llege
tim
etab
le.
How
ever
, it
is in
tend
ed t
hat
the
teac
hing
of
thes
e 12
ses
sion
s is
com
plet
ed e
arly
on
in t
he c
ours
e to
ens
ure
lear
ners
are
ade
quat
ely
info
rmed
to
com
plet
e th
eir
firs
t pl
acem
ents
. Th
en a
ddit
iona
l se
ssio
ns c
an b
e gi
ven
to s
uppo
rt le
arne
rs,
(on
an in
divi
dual
/gro
up b
asis
) in
com
plet
ing
each
of
the
rest
of
the
plac
emen
ts —
gat
heri
ng t
he
corr
ect
info
rmat
ion
and
poss
ibly
re-
capp
ing
whe
re n
eces
sary
ear
lier
info
rmat
ion.
The
re w
ill b
e lin
ks t
hrou
gh t
each
ing
and
asse
ssm
ent
of t
his
unit
and
tha
t of
Uni
t 2
and
Uni
t 3
and
the
wor
k pr
oduc
ed c
an b
e as
sess
ed a
s pa
rt o
f al
l thr
ee u
nits
. Se
ssio
n Te
achi
ng t
opic
D
eliv
ery
met
hods
Li
nked
ass
essm
ent,
eg
P1,
P2
Reso
urce
s re
quir
ed
1 Pr
ofes
sion
al b
ehav
iour
: at
tend
ance
, pu
nctu
alit
y,
com
mit
men
t, p
erso
nal
pres
enta
tion
, pe
rson
al h
ygie
ne,
expe
cted
sta
ndar
ds o
f be
havi
our,
m
aint
enan
ce o
f ow
n sa
fety
, ro
le
and
resp
onsi
bilit
ies,
ada
ptab
ility
, re
spon
sive
ness
; w
orki
ng a
s a
mem
ber
of a
tea
m;
inte
grat
ed
prac
tice
.
Conf
iden
tial
ity:
nee
d fo
r pa
ram
eter
s.
Chil
dcar
e se
ttin
gs:
pre-
scho
ols
and
nurs
erie
s, n
urse
ry c
lass
es a
nd
scho
ols,
chi
ld’s
hom
e,
child
min
ders
, un
its
for
child
ren
wit
h sp
ecia
l nee
ds,
paed
iatr
ic
hosp
ital
uni
ts.
Giv
e ou
t an
d di
scus
s th
e un
it
cont
ent.
Allo
cate
pla
cem
ents
if t
his
has
not
yet
been
com
plet
ed.
Giv
e ea
ch le
arne
r a
logb
ook
cont
aini
ng a
ll of
the
nec
essa
ry
pape
rwor
k to
be
com
plet
ed in
pl
acem
ent
1.
Expl
ain
the
purp
ose
of d
iary
wri
ting
.
Lect
ure
on p
rofe
ssio
nal b
ehav
iour
.
Dis
cuss
the
impo
rtan
ce o
f an
d ne
ed
for
conf
iden
tial
ity.
P1 a
nd M
1 Co
pies
of
the
unit
con
tent
for
th
e le
arne
rs.
Copi
es o
f lo
gboo
k pa
perw
ork
for
the
lear
ners
.
Lect
ure
note
s —
on
prof
essi
onal
be
havi
our.
Not
es o
n co
nfid
enti
alit
y.
Not
es o
f di
ffer
ent
child
care
se
ttin
gs a
nd/o
r co
ntac
ts
spea
kers
wili
ng t
o co
me
in f
rom
di
ffer
ent
sett
ings
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 57
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
D
iary
wri
ting
. Br
iefl
y di
scus
s th
e di
ffer
ence
s be
twee
n th
e di
ffer
ent
child
care
se
ttin
gs li
sted
opp
osit
e. If
pos
sibl
e,
invi
te v
isit
ing
spea
kers
to
intr
oduc
e th
e ty
pe o
f ch
ildca
re s
etti
ng t
hey
wor
k in
. Sp
end
som
e ti
me
afte
r th
e sp
eake
rs d
iscu
ssin
g th
e di
ffer
ence
s.
Spen
d so
me
tim
e di
scus
sing
the
im
port
ance
of
diar
y w
riti
ng —
to
reco
rd e
vide
nce,
esp
ecia
lly in
the
fi
rst
few
wee
ks o
f pl
acem
ent
whe
n le
arne
rs w
ill b
e un
sure
of
all o
f th
e ac
tivi
ties
the
y ar
e ye
t to
com
plet
e an
d w
ill n
eed
to c
olle
ct a
s m
uch
evid
ence
as
poss
ible
.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 58
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
2 O
bser
ving
and
ide
ntif
ying
ag
es/s
tage
s of
the
dev
elop
men
t of
ch
ildr
en:
0–1
year
, 1–
3 ye
ars,
3–5
ye
ars,
5–8
yea
rs,
mile
ston
es o
f de
velo
pmen
t, e
mot
iona
l, p
hysi
cal,
so
cial
, co
mm
unic
ativ
e/la
ngua
ge
and
cogn
itiv
e ne
eds
and
skill
s,
child
ren
wit
h pa
rtic
ular
re
quir
emen
ts.
Obs
erva
tion
al m
etho
d.
Inte
rpre
tati
ons
of o
bser
vati
ons.
Obs
erve
the
age
s an
d st
ages
of
deve
lopm
ent
and
give
out
som
e ha
ndou
ts c
onsi
stin
g of
bri
ef a
ges
and
stag
es o
f di
ffer
ent
area
s of
de
velo
pmen
t.
Dis
cuss
dif
fere
nt o
bser
vati
onal
m
etho
ds.
Prac
tice
obs
ervi
ng a
chi
ld o
n a
vide
o,
usin
g on
e of
the
met
hods
.
Lear
ners
to
disc
uss
whi
ch m
etho
d th
ey u
sed
and
why
the
y fe
lt t
his
was
th
e be
st m
etho
d.
Dis
cuss
how
we
inte
rpre
t ob
serv
atio
ns o
f ch
ildre
n.
As a
gro
up u
sing
one
of
the
obse
rvat
ion
reco
rded
fro
m t
he v
ideo
, in
terp
ret
the
obse
rvat
ion.
Dis
cuss
key
fea
ture
s of
an
obse
rvat
ion
and
keep
ing
the
iden
tity
of
the
chi
ld p
riva
te.
Also
dis
cuss
the
im
port
ance
of
havi
ng p
erm
issi
on t
o ob
serv
e th
e ch
ildre
n.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P2,
P3,
M2
and
D1
Not
es o
n ag
es a
nd s
tage
s of
de
velo
pmen
t.
Han
dout
s of
age
s an
d st
ages
of
deve
lopm
ent.
Not
es o
f di
ffer
ent
way
s of
ob
serv
ing
child
ren.
Han
dout
s to
re
cap
the
diff
eren
t w
ays
we
can
obse
rve
child
ren.
Vide
o of
a c
hild
/chi
ldre
n pl
ayin
g.
Not
es o
n in
terp
reti
ng
obse
rvat
ions
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 59
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
3 Ca
re r
outi
nes:
fee
ding
, ba
thin
g,
chan
ging
, dr
essi
ng,
rest
and
sle
ep,
toile
ting
, m
ealt
imes
, w
ashi
ng,
role
of
ear
ly y
ears
wor
ker.
Wor
ksho
p co
nsis
ting
of:
• na
ppy
chan
ging
• m
akin
g up
a b
ottl
e
• dr
essi
ng a
bab
y
• ba
thin
g a
baby
• to
p an
d ta
iling
a b
aby
• ta
king
tem
pera
ture
• m
akin
g up
a f
eed
• to
ileti
ng.
This
ses
sion
may
als
o in
clud
e a
visi
ting
spe
aker
who
cou
ld b
ring
a
baby
to
bath
and
tal
k th
e cl
ass
thro
ugh
the
rout
ine
as w
ell a
s hi
ghlig
htin
g he
alth
and
saf
ety
poin
ts.
Ask
lear
ners
to
colle
ct p
olic
ies
and
code
s of
pra
ctic
e fo
rm t
heir
pl
acem
ents
to
disc
uss
in t
he n
ext
sess
ion.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P4 a
nd M
3 M
ater
ials
to
set
up t
he
wor
ksho
p se
ssio
n.
Visi
ting
spe
aker
wit
h a
youn
g ba
by.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 60
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
4 Co
des
of p
ract
ice:
eac
h se
ttin
g, e
g m
issi
on s
tate
men
ts,
beha
viou
r co
ntra
cts,
equ
al o
ppor
tuni
ties
po
licie
s, h
ealt
h an
d sa
fety
po
licie
s.
Adh
eren
ce t
o co
des
of p
ract
ice:
le
arne
r, s
taff
rol
es.
Shar
e th
e po
licie
s an
d co
des
of
prac
tice
s of
dif
fere
nt p
lace
men
t se
ttin
gs,
disc
uss
the
diff
eren
ces
and
why
the
y m
ight
be
diff
eren
t.
Dis
cuss
the
lear
ners
’ ro
le w
ithi
n th
ese
code
s of
pra
ctic
e w
hils
t on
pl
acem
ent.
Ask
lear
ners
to
colle
ct c
opie
s of
the
ir
plac
emen
ts h
ealt
h an
d sa
fety
po
licie
s.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P1 a
nd M
1 Po
licie
s an
d co
des
of p
ract
ice
from
a v
arie
ty o
f se
ttin
gs.
Not
es o
n th
e ea
rly
year
s w
orke
rs r
ole
wit
hin
thes
e.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 61
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
5 H
ealt
h an
d sa
fety
iss
ues:
su
perv
isio
n, p
olic
ies,
pra
ctic
es,
safe
use
of
mat
eria
ls a
nd
equi
pmen
t, h
ygie
ne.
Hea
lth
and
safe
ty:
mat
eria
ls,
equi
pmen
t, t
ools
, nu
mbe
rs,
hygi
ene,
sur
face
s.
Shar
e th
e he
alth
and
saf
ety
polic
ies
gath
ered
, di
scus
s th
e po
ints
wit
hin
them
and
the
dif
fere
nces
bet
wee
n di
ffer
ent
polic
ies
at d
iffe
rent
se
ttin
gs.
Dis
cuss
hea
lth
and
safe
ty r
elat
ing
to
mat
eria
ls,
tool
s, n
umbe
rs,
hygi
ene,
su
rfac
es;
ask
the
lear
ners
in g
roup
s to
wri
te a
bout
a p
rete
nd s
etti
ng t
hey
wou
ld li
ke t
o se
t up
whi
ch c
onsi
ders
al
l of
the
poin
ts d
iscu
ssed
. Th
ey m
ust
thin
k ab
out
the
type
of
sett
ing
and
the
age
of t
he c
hild
ren
invo
lved
and
di
scus
s.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P1 a
nd M
1 H
ealt
h an
d sa
fety
pol
icie
s fr
om
a va
riet
y of
set
ting
s.
Not
es r
elat
ing
to h
ealt
h an
d sa
fety
in e
arly
yea
rs s
etti
ngs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 62
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
6 A
ppro
pria
te i
nter
pers
onal
ski
lls:
ve
rbal
and
non
-ver
bal s
kills
, ra
nge
of c
onta
cts,
eg
child
ren,
fam
ilies
, pe
ers,
col
leag
ues,
oth
er
prof
essi
onal
s, r
espe
ct f
or
know
ledg
e an
d co
ntri
buti
on o
f ot
hers
.
Know
ledg
e ba
se:
of c
hild
ren,
fa
mili
es,
reso
urce
s, p
roce
dure
s fo
r re
ferr
als,
use
of
init
iati
ve.
Dis
cuss
the
use
of
inte
rper
sona
l ski
lls
whe
n w
ork
wit
h ch
ildre
n, p
aren
ts a
nd
othe
r pr
ofes
sion
als
wor
king
wit
h ch
ildre
n.
Lect
ure
on k
now
ledg
e ba
se:
of
child
ren,
fam
ilies
, re
sour
ces,
pr
oced
ures
for
ref
erra
ls,
use
of
init
iati
ve.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P6,
P7,
M5
and
D3
Not
es o
n in
terp
erso
nal s
kills
an
d po
ssib
le h
ando
ut f
or
lear
ners
.
Lect
ure
note
s an
d po
ssib
le
hand
outs
— K
now
ledg
e ba
se:
of
child
ren,
fam
ilies
, re
sour
ces,
pr
oced
ures
for
ref
erra
ls,
use
of
init
iati
ve.
7 Se
ttin
g: a
ge g
roup
s, a
ims,
st
ruct
ure,
sta
ffin
g; in
tegr
ated
pr
acti
ce.
Prov
isio
n: a
vaila
ble
reso
urce
s an
d m
ater
ials
, w
ider
env
iron
men
t.
Re-c
appi
ng o
n so
me
of t
he
info
rmat
ion
gain
ed in
ses
sion
one
, bu
t al
so t
hink
ing
abou
t ai
ms
of
sett
ings
, st
affi
ng,
adul
t: c
hild
rat
io,
reso
urce
s. Y
ou m
ay d
ecid
e to
hav
e m
ore
visi
ting
spe
aker
s in
to
enha
nce
sess
ion
1.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P6,
P7,
M5
and
D3
Not
es o
n di
ffer
ent
sett
ings
and
th
eir
proc
edur
es.
Poss
ible
vis
itin
g sp
eake
rs f
rom
ch
ildca
re s
etti
ngs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 63
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
8 Cu
rric
ulum
act
ivit
ies:
pla
nnin
g,
cons
ulti
ng,
prep
arin
g,
impl
emen
ting
, ev
alua
ting
; in
tegr
ated
pra
ctic
e.
Play
act
ivit
ies:
eg
pain
ting
, w
ater
, sa
nd,
hom
e co
rner
, co
nstr
ucti
onal
.
How
to
plan
act
ivit
ies
and
the
form
at
lear
ners
may
use
to
ensu
re t
hey
incl
ude
all o
f th
e ne
cess
ary
info
rmat
ion.
Dis
cuss
exa
mpl
es o
f ac
tivi
ties
—
lear
ners
to
shar
e so
me
exam
ples
fr
om t
heir
pla
cem
ents
.
Lect
ure
— P
repa
ring
for
you
r ac
tivi
ty
and
carr
ying
out
you
act
ivit
y an
d ev
alua
ting
you
r ac
tivi
ty.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P5,
M4
and
D2
Not
es h
ow t
o pl
an a
ctiv
itie
s.
Han
dout
con
tain
ing
all o
f th
e co
mpu
lsor
y in
form
atio
n ti
tles
.
Lect
ure
note
s —
Pre
pari
ng f
or
your
act
ivit
y an
d ca
rryi
ng o
ut
you
acti
vity
and
eva
luat
ing
your
ac
tivi
ty.
9 Pr
omot
ing
deve
lopm
ent:
phy
sica
l,
soci
al,
emot
iona
l, in
telle
ctua
l,
com
mun
icat
ion.
Dis
cuss
dif
fere
nt t
ypes
of
deve
lopm
ent.
Gro
up w
ork
— g
ive
each
gro
up a
n ar
ea o
f de
velo
pmen
t, t
hey
have
to
wri
te h
ow t
hey
can
prom
ote
thei
r ar
ea.
Dis
cuss
as
a w
hole
cla
ss.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P5,
M4
and
D2
Not
es a
nd h
ando
uts
on d
iffe
rent
ty
pes
of d
evel
opm
ent.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 64
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
10
Supp
orti
ng l
earn
ing:
dis
play
, fi
rst-
hand
exp
erie
nce,
vis
its,
pla
y.
Exte
nd t
he d
iscu
ssio
n fr
om la
st
sess
ion,
sho
w v
ideo
exa
mpl
es,
invi
te
visi
ting
spe
aker
s an
d en
cour
age
lear
ners
to
shar
e go
od e
xam
ples
the
y ha
ve s
een
in p
lace
men
t.
Plac
emen
t lo
gboo
k su
ppor
t: t
ime
left
ca
n be
use
d fo
r in
divi
dual
logb
ook
supp
ort
or q
uest
ions
lear
ners
may
ha
ve.
P5,
M4
and
D2
11
Self
-app
rais
al:
refl
ecti
on,
self
-aw
aren
ess;
ref
lect
ion
on o
wn
perf
orm
ance
, re
flec
tion
on
own
view
s an
d at
titu
des,
ref
lect
ion
on
inte
ract
ions
wit
h ot
hers
; re
cogn
itio
n of
ow
n kn
owle
dge,
un
ders
tand
ing,
ski
lls a
nd
cont
ribu
tion
to
the
wor
king
of
the
team
; ac
hiev
emen
ts;
pers
onal
ef
fect
iven
ess;
str
engt
hs a
nd
wea
knes
ses.
Lect
ure
— S
elf
appr
aisa
l and
how
to
do it
. Re
flec
tive
acc
ount
s —
wha
t ar
e th
ey a
nd h
ow d
o I c
ompl
ete
them
?
Lear
ners
to
have
a g
o at
wri
ting
the
ir
own
stre
ngth
s an
d w
eakn
ess
so f
ar in
th
e co
urse
— t
hey
do n
ot n
eed
to
shar
e th
ese
but
need
to
thin
k ca
refu
lly a
bout
the
m.
Plac
emen
t lo
gboo
k su
ppor
t —
tim
e le
ft:
can
be u
sed
for
indi
vidu
al
logb
ook
supp
ort
or q
uest
ions
lear
ners
m
ay h
ave.
P6,
P7,
M5
and
D3
Lect
ure
note
s an
d ha
ndou
ts —
Se
lf a
ppra
isal
and
how
to
do it
. Re
flec
tive
acc
ount
s —
wha
t ar
e th
ey a
nd h
ow d
o I c
ompl
ete
them
?
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 65
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t,
eg P
1, P
2 Re
sour
ces
requ
ired
12
Mon
itor
ing:
pro
cess
es,
prac
tice
s,
outc
omes
; th
roug
h re
view
ing
diar
y en
trie
s, p
lace
men
t re
port
s an
d pl
acem
ent
outc
omes
; di
scus
sion
s w
ith
tuto
rs,
supe
rvis
ors,
oth
ers;
us
e fe
edba
ck t
o in
form
ref
lect
ion,
ev
alua
tion
and
per
form
ance
.
Plan
ning
: id
enti
fy g
aps
in
know
ledg
e, u
nder
stan
ding
and
sk
ills;
pla
nnin
g fo
r de
velo
pmen
t an
d im
prov
emen
t; r
ole
of
cont
inui
ng p
rofe
ssio
nal
deve
lopm
ent.
Lect
ure
— M
onit
orin
g —
how
?, w
hat?
, w
hy?
And
whe
n?
Lect
ure
— c
ompl
etin
g a
plan
for
you
r ow
n pr
ofes
sion
al d
evel
opm
ent.
If le
arne
rs a
re n
ear
the
end
of t
heir
fi
rst
plac
emen
t th
en t
hey
can
begi
n to
com
plet
e a
plan
to
impr
ove
thei
r ow
n pr
ofes
sion
al d
evel
opm
ent.
Plac
emen
t lo
gboo
k su
ppor
t —
tim
e le
ft:
can
be u
sed
for
indi
vidu
al
logb
ook
supp
ort
or q
uest
ions
lear
ners
m
ay h
ave.
P6,
P7,
M5
and
D3
Lect
ure
note
s an
d po
ssib
le
hand
out
— M
onit
orin
g —
how
?,
wha
t?,
why
? An
d w
hen?
Lect
ure
note
s —
com
plet
ing
a pl
an f
or y
our
own
prof
essi
onal
de
velo
pmen
t.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
66
Sample assessment activity
Your logbook should be used to record all evidence of your practical experience gained over the duration of the course. Evidence will be gained during each of your placements. Try to date and file each piece of evidence as you gather it, so as not to forget at a later date. You may at first just write it up in note form, then more fully when you have more time.
Please ensure you include all of the CCLD forms provided by Edexcel, as well as any additional evidence. Evidence gathered must be balanced to ensure you show knowledge and experience gathered over 800 hours of practical experience with children aged 0-8 years. Although a number of professional people will need to record information in your logbook the responsibility of it is yours.
Photographs should not be taken and must not be submitted as part of the logbook.
Each placement logbook must include:
• (For each placement) CCLD 1 and CCLD2 Self assessment forms
• Balanced evidence collected over a minimum of four placements
• (Two for each placement) CCLD 3 Teacher/tutor visit observation form
• (For each placement) CCLD 4 Supervisor assessment of outcomes
• (For each placement) CCLD 5 Teacher/tutor assessment of outcomes
• CCLD 6 on completion of 800 hours
• CCLD 7 Recording vocational hours — one part to be filled in at the end of each placement
• CCLD Final grading sheet on completion of 800 hours
• Observations 20 in total
• Activity plans 20 in total
• Routines 16 in total
• Reflective accounts — what you have done and what you have learned
• Witness statements — where a supervisor has witnessed you completing a particular activity
• Diary — daily notes
• Policies and Codes of Practice (each placement).
You are encouraged to present other forms of evidence eg child assessments, copies of children’s work, copies of placements plans, as long as you can support the evidence with validation from placement supervisors/tutors.
If you fail any part of the professional practice log you will be required to complete a resubmission of the unsatisfactory work. This may involve carrying out additional time in placement.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
67
The assignment for the logbook suggests splitting your evidence into five learning outcomes. This will make it easier for you when collecting information and filing it into your logbook. Within each learning outcome you may wish to add four dividers, (one for each placement — labelled placement 1, 2, 3 and 4) this will then make it clear to the reader where the evidence was gained. It will also show you where you may need to gain additional information.
Assignment — the logbook
Outcome 1 — Understand roles and responsibilities within the children’s care, learning and development sector
For P1, describe own adherence to codes of practice for each placement setting.
You should collect copies of policies from placement-then produce a piece of writing that describes your own adherence to the codes of practice for each placement setting. You first need to describe the relevant codes of practice for each setting and then describe your own adherence.
For M1, compare policies and practices at different placement settings.
After completing the above you then need to compare policies and practices at different settings. This requires some explanation of potential differences between policies and practices according to the setting.
Outcome 2 — Be able to observe and identify the individual needs and skills of children
For P2, observe and identify the physical, social, emotional, cognitive and communication needs and skills of children in each age range and in four different settings. P3, observe and identify the individual needs of children with additional needs.
You will need to carry out observations in each of your placements for each of the following age ranges:
• 0-1 year
• 1-3 years
• 3-5 years
• 5-8 years
• AND children with additional needs.
Try to use different forms of observing children. Ensure you cover each of the age groups and each of the developmental areas listed in P2 as well as observing some children with additional needs.
There should be 20 observations in total.
For M2, interpret the observations undertaken in relation to children’s skills and needs.
Evaluate the observations you have completed in relation to the children’s skills and needs.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
68
D1, use the observations and interpretations to make recommendations for further action with respect to the skills and needs of the child/children concerned.
Make recommendations for further action with respect to the skills and needs of the child/children concerned.
Outcome 3 — Know how to respond to children’s needs through care routines and procedures
P4, describe four different routines within each placement setting, including own role.
Routines — You should describe four different routines, (for example: bathing, feeding, changing, dressing, rest and sleep, toileting, mealtimes, washing etc) within each of your four placement settings.
There should be 16 in total.
M3, explain the importance of different care routines to the child/children, and the organisations/settings.
Explain (in written form) the importance of these care routines to the child/children and to the setting/organisation.
Outcome 4 — Know how to promote a stimulating learning environment for children
P5, plan, consult on, prepare and implement five activities for a child/group of children to promote specific areas of development within each placement setting.
Activity plans — You will need to plan, consult on, prepare and implement five activities for a child/group of children to promote specific areas of development within each of the four placement settings. Examples of development are physical, social, emotional, intellectual, communication.
There should be 20 activities in total.
M4, analyse each activity and suggest how each could be improved to increase the child’s/children’s learning and understanding.
Analyse each activity, suggesting how each could be improved to increase the child/ children’s understanding.
D2, evaluate each activity in terms of its effectiveness in promoting children’s development.
Evaluate each activity discussing how effective it has been in promoting the child’s/children’s learning and development.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
69
Outcome 5 — Be able to reflect on own practices in work placement experiences
P6, review own performance in each of the work placements and identify areas for further self-development.
You need to reflect on and review your own performance in each of the work placements and identify further self development. In order to do this you need to refer to evidence such as feedback/discussions with others/placement reports, reflective accounts and work experience diaries.
M5, produce a personal development plan and explain how it will potentially support own development.
You need to identify gaps in your knowledge, understanding and skills, and use these to develop a personal development plan and then explain how it will potentially support your developmental needs.
D3, evaluate own effectiveness in each placement.
You need to evaluate your own effectiveness in each placement. This should incorporate also an evaluation of the learners’ effectiveness at different placements in terms of progression and ongoing development through the programme.
P7, describe the role of continuing professional development for workers in the Children’s Care, Learning and Development sector.
You need to describe the role of continuing professional development for workers in the children’s care, learning and development sector. You should be able to gain evidence for this by talking to colleagues and supervisors during your time in placements.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
70
Resource list
Essential resources
The following resources are considered essential for the delivery of this unit:
• access to a variety of placements allowing learners to fulfil the requirements of the unit in terms of the 800 hours of work placement experiences and the 0–8 age range
• an appropriately qualified and experienced tutor to deliver the unit, and support/assess the learners
• visiting time — for staff to visit learners on placement.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Bearer et al — Babies and Young Children: Diploma in Childcare and Education (Nelson Thornes, 2001)
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Duffy A — Working with Babies and Children under Three (Heinemann, 2006) ISBN 9780435987312
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 09780748781973
Hobart and Frankel — Child Observation and Assessment (Nelson Thornes, 2004) ISBN 0748785264
Lindon J — Understanding Child Development (Hodder Arnold, 2005) ISBN 0340886692
Meggitt C — Child Development: An Illustrated Guide (Heinemann, 2006) ISBN 0435420488
Peacock S — BTEC National Children’s Care, Learning and Development Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Riddall-Leech S — How to Observe Children (Heinemann, 2005) ISBN 0435401866
Squire G — BTEC National Children’s Care, Learning and Development student book (Heinemann, 2007) ISBN 97804365499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development candidate handbook (Heinemann, 2006) ISBN 9780435499179
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
71
Journals
Early Years
Education 3–13
Nursery News
Nursery World
Topics in Early Childhood Education
Websites
www.dfes.gov.uk/research Department for Education and Skills
www.skillsforcareanddevelopment.org.uk Skills for Care and Development
www.tactyc.org.uk Training, Advancement and Co-operation in Teaching Young Children
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
72
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
73
Unit 5: Safeguarding Children
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
This unit provides an introduction to the difficult and sensitive issues surrounding child protection. It will give learners the knowledge and understanding needed to identify potential instances of child abuse, and enable them to work effectively within the legal framework and policies of the childcare setting in response to such instances.
Learners will gain an understanding of the principles of disclosure, and how to support children and their families where abuse is suspected or confirmed. They will also learn about the benefits of a multi-professional, multi-agency approach.
This unit is essential in preparing learners for work in the children’s care, learning and development sector.
The unit is intended to contribute to the underpinning knowledge required for CCLD 305: Protect and promote children’s rights of the National Occupational Standards in Children’s Care, Learning and Development. It aims to cover the third element of this unit, the first two being covered in Unit 6: Promoting Children’s Rights.
Learning outcomes
On completion of this unit a learner should:
1 Understand indicators of potential child abuse
2 Understand the requirements of legislation, regulation and codes of practice for safeguarding and protecting children
3 Understand the principles of responding to disclosure
4 Understand strategies for supporting children, their families and other adults.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 74
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
1 In
trod
uce
the
unit
.
Risk
of
abus
e: e
g w
ithi
n fa
mily
, ou
tsid
e fa
mily
, in
car
e se
ttin
g.
Risk
of
expl
oita
tion
: eg
fro
m v
isua
l,
wri
tten
and
ele
ctro
nic
form
s of
co
mm
unic
atio
n an
d m
edia
.
Fam
ily f
unct
ioni
ng:
eg f
amily
typ
es,
part
ners
hip
arra
ngem
ents
, ch
angi
ng
face
of
the
fam
ily,
soci
al
disa
dvan
tage
, di
ffer
ent
conc
epts
of
disc
iplin
e, a
buse
wit
hin
fam
ilies
, cu
ltur
al v
aria
tion
s.
Giv
e ou
t an
d di
scus
s th
e un
it
cont
ent.
In g
roup
s le
arne
rs d
iscu
ss t
hose
the
y fe
el a
re a
t ri
sk o
f ab
use.
Aft
er g
roup
di
scus
sion
s, e
ach
grou
p sh
ares
the
ir
note
s fr
om t
he d
iscu
ssio
n.
Lect
ure
or p
ossi
ble
visi
ting
spe
aker
to
disc
uss
risk
of
abus
e an
d ri
sk o
f ex
ploi
tati
on.
Lect
ure
abou
t fa
mily
fun
ctio
ning
.
Set
task
1 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P1,
P2,
M1,
D1
Uni
t co
nten
t.
Mar
kers
and
larg
e sh
eets
of
pape
r fo
r gr
oups
to
wri
te
thei
r no
tes
on.
Lect
ure
note
s on
ris
k of
ab
use
and
risk
of
expl
oita
tion
or
book
ed
visi
ting
spe
aker
.
Use
of
OH
P or
Pow
erPo
int.
Copi
es o
f ta
sk 1
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 75
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
2 Pr
edis
posi
ng f
acto
rs:
In r
elat
ion
to t
he a
buse
r, e
g su
bsta
nce
abus
e, la
ck o
f kn
owle
dge
abou
t ch
ildre
n’s
need
s, la
ck o
f at
tach
men
t, la
ck o
f ro
le m
odel
s,
soci
al p
robl
ems,
men
tal i
llnes
s,
pers
onal
ity.
In r
elat
ion
to t
he c
hild
/you
ng p
erso
n,
eg p
re m
atur
ity,
dis
abili
ty.
Shor
t le
ctur
e on
pre
disp
osin
g fa
ctor
s in
rel
atio
n to
the
abu
ser
and
child
/you
ng p
erso
n. T
his
lect
ure
may
fi
nish
by
givi
ng le
arne
rs a
han
dout
.
Lear
ners
to
wri
te a
bout
a f
icti
onal
ab
user
and
chi
ld/y
oung
per
son
incl
udin
g th
e po
int
disc
usse
d. T
his
may
be
done
in g
roup
s or
pai
rs.
Allo
w
tim
e fo
r di
scus
sion
of
the
char
acte
rs
the
lear
ners
hav
e w
ritt
en a
bout
. En
cour
age
disc
ussi
ons
of t
he p
oint
s fr
om t
he le
ctur
e w
ithi
n th
e pa
ir/g
roup
wor
k.
P1,
P2,
M1,
D1
Use
of
OH
P or
Pow
erPo
int.
Poss
ible
han
dout
for
le
arne
rs.
Mar
kers
and
larg
e sh
eets
of
pape
r fo
r gr
oups
to
wri
te
thei
r no
tes
on.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 76
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
3 Ty
pes
of a
buse
/neg
lect
: ab
use
—
phys
ical
, em
otio
nal,
inte
llect
ual,
se
xual
; ne
glec
t —
phy
sica
l,
emot
iona
l, in
telle
ctua
l; b
ully
ing
and
hara
ssm
ent.
Indi
cato
rs o
f ab
use:
phy
sica
l, e
g br
uisi
ng,
burn
s, u
nexp
lain
ed in
juri
es,
sore
ness
, in
fect
ions
, un
derw
eigh
t,
poor
per
sona
l hyg
iene
, fa
ilure
to
thri
ve;
beha
viou
r, e
g w
ithd
raw
al,
aggr
essi
on,
dist
ress
, ro
ckin
g/he
ad
bang
ing,
hun
ger,
rel
ucta
nce
to g
o ho
me,
low
sel
f-es
teem
, de
velo
pmen
tal d
elay
.
Reco
gnit
ion
of a
buse
whe
re
chil
dren
/you
ng p
eopl
e ca
nnot
co
mm
unic
ate:
bab
ies
and
very
you
ng
child
ren,
chi
ldre
n w
ith
alte
rnat
ive
form
s of
com
mun
icat
ion.
Star
t by
giv
ing
lear
ners
the
op
port
unit
y an
swer
the
fol
low
ing
ques
tion
:
Can
you
nam
e di
ffer
ent
type
s of
ab
use?
Dis
cuss
ans
wer
s, t
hen
lect
ure
or v
isit
ing
spea
ker,
(po
ssib
ly c
hild
pr
otec
tion
spe
cial
ist)
to
disc
uss
the
diff
eren
t ty
pes
of a
buse
.
Lear
ners
to
then
dis
cuss
in g
roup
s.
Sign
s yo
u m
ight
not
ice
whi
ch c
ould
be
pos
sibl
e in
dica
tors
of
abus
e.
Then
lect
ure
or v
isit
ing
spea
ker
to
disc
uss
indi
cato
rs o
f ab
use
and
how
yo
u m
ight
rec
ogni
se t
his
in a
n ea
rly
year
s w
ork
sett
ing.
P1,
P2,
M1,
D1
Poss
ible
vis
itin
g sp
eake
r w
ho
is a
spe
cial
ist
in c
hild
pr
otec
tion
.
Lect
ure
note
s an
d po
ssib
le
hand
outs
abo
ut d
iffe
rent
ty
pes
of a
buse
/neg
lect
, in
dica
tors
of
abus
e an
d ho
w
to r
ecog
nise
abu
se in
the
w
ork
sett
ing.
Use
of
OH
P or
Pow
erPo
int.
4 Co
nseq
uenc
es o
f ab
use:
em
otio
nal,
so
cial
, ph
ysic
al.
In g
roup
s, a
nsw
er t
he f
ollo
win
g qu
esti
ons:
Wha
t ar
e th
e co
nseq
uenc
es o
f ab
use?
Sha
re w
hat
the
grou
ps h
ave
disc
usse
d.
Lect
ure
on t
he c
onse
quen
ces
of
abus
e.
P1,
P2,
M1,
D1
Lect
ure
note
s on
the
co
nseq
uenc
es o
f ab
use.
Use
of
OH
P or
Pow
erPo
int.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 77
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
5 M
odel
s of
abu
se:
med
ical
, so
ciol
ogic
al,
psyc
holo
gica
l, f
emin
ist.
Le
ctur
e —
mod
els
of a
buse
, in
clud
ing
a ha
ndou
t if
pos
sibl
e.
P2,
M1,
D1
Not
es o
n m
odel
s of
abu
se.
Use
of
OH
P or
Pow
erPo
int.
6 Le
gisl
atio
n/le
gal
fram
ewor
k:
rele
vant
to
hom
e co
untr
y; r
elev
ant
sect
ions
fro
m,
eg C
hild
ren
Act
1989
, 20
04,
Uni
ted
Nat
ions
Con
vent
ion
on
the
Righ
ts o
f th
e Ch
ild 1
989,
Hum
an
Righ
ts A
ct 1
998,
Dat
a Pr
otec
tion
Act
19
98,
Fram
ewor
k fo
r th
e As
sess
men
t of
Chi
ldre
n in
Nee
d an
d th
eir
Pare
nts
2000
, Ev
ery
Child
Mat
ters
200
3/20
04,
Child
care
Act
200
6, o
ther
rel
evan
t lo
cal p
olic
ies.
Lect
ure
on le
gisl
atio
n/le
gal
fram
ewor
k —
giv
e le
arne
rs
phot
ocop
ies
of s
ome
part
s of
the
le
gisl
atio
n be
ing
disc
usse
d to
hi
ghlig
ht a
nd t
ake
note
s ab
out
the
rele
vant
are
as.
If t
here
is a
ny t
ime
left
, le
arne
rs
coul
d st
art
thei
r po
ster
s.
Set
task
2 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P3
Use
of
OH
P or
Pow
erPo
int.
Not
es a
nd p
hoto
copi
es o
f di
ffer
ent
piec
es o
f re
leva
nt
legi
slat
ion
men
tion
ed in
the
te
achi
ng t
opic
s fo
r th
is
sess
ion.
Copi
es o
f ta
sk 2
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 78
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
7 Pr
oced
ures
: po
licy
of t
he s
etti
ng;
safe
wor
king
pra
ctic
es t
hat
prot
ect
child
ren
and
adul
ts w
ho w
ork
wit
h th
em;
whi
stle
blo
win
g w
here
the
re
are
conc
erns
abo
ut c
olle
ague
s or
in
othe
r di
ffic
ult
circ
umst
ance
s;
impo
rtan
ce o
f fo
llow
ing
the
proc
edur
es o
f th
e se
ttin
g w
itho
ut
form
ing
prem
atur
e ju
dgem
ents
, lin
es
of r
epor
ting
con
cern
ing
susp
ecte
d or
ac
tual
abu
se,
accu
rate
rep
orti
ng,
secu
rity
of
reco
rds,
seq
uenc
e of
ev
ents
lead
ing
to r
egis
trat
ion
on c
hild
pr
otec
tion
reg
iste
r.
Safe
pra
ctic
es t
hat
prot
ect
chil
dren
an
d ad
ults
who
wor
k w
ith
them
: lo
cal a
utho
rity
gui
delin
es,
guid
elin
es
for
staf
f be
havi
our,
pol
ice
scre
enin
g of
sta
ff;
visi
ting
/acc
ess
righ
ts,
build
ing
secu
rity
and
acc
ess;
chi
ld
prot
ecti
on p
olic
ies;
lega
l and
or
gani
sati
onal
res
pons
ibili
ties
re
gard
ing
conf
iden
tial
ity,
lim
its
and
boun
dari
es a
nd w
hy t
hese
are
im
port
ant;
pro
cedu
res
and
prot
ocol
s in
set
ting
for
saf
egua
rdin
g an
d pr
otec
ting
chi
ldre
n an
d ex
pres
sing
co
ncer
ns a
bout
chi
ldre
n’s
wel
fare
;
Lect
ure
on d
iffe
rent
set
ting
s:
• pr
oced
ures
• sa
fe p
ract
ice
• pr
oced
ure
whe
re a
buse
is
susp
ecte
d or
con
firm
ed
• ro
les
and
resp
onsi
bilit
y of
the
se
ttin
g an
d/or
sup
port
wor
ker.
All l
earn
ers
to w
rite
how
the
y fe
el
thei
r pl
acem
ent
cove
rs t
he a
bove
m
enti
oned
poi
nts.
Sha
re a
nd d
iscu
ss
plac
emen
t po
licie
s.
Set
task
3 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P4,
M2
Lect
ure
note
s on
pro
cedu
res,
sa
fe p
ract
ice
and
role
s an
d re
spon
sibi
lity
of t
he s
etti
ng
and/
or s
uppo
rt w
orke
r.
Copi
es o
f ta
sk 3
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 79
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
re
ason
s w
hy,
and
circ
umst
ance
s in
w
hich
, in
form
atio
n ab
out
conc
erns
m
ay n
ot b
e sh
ared
wit
h ch
ildre
n an
d pa
rent
s; r
oles
and
res
pons
ibili
ties
of
thos
e in
volv
ed in
saf
egua
rdin
g ch
ildre
n an
d pr
omot
ing
thei
r w
elfa
re.
Proc
edur
es w
here
abu
se i
s su
spec
ted
or c
onfi
rmed
: po
licie
s of
the
set
ting
; sa
fe w
orki
ng p
ract
ices
tha
t pr
otec
t ch
ildre
n/yo
ung
peop
le a
nd a
dult
s w
ho w
ork
wit
h th
em;
whi
stle
bl
owin
g; li
nes
of r
epor
ting
, ac
cura
te
repo
rtin
g, s
ecur
ity
of r
ecor
ds;
sequ
ence
of
even
ts le
adin
g to
re
gist
rati
on o
n ch
ild p
rote
ctio
n re
gist
er.
Role
s an
d re
spon
sibi
liti
es:
follo
win
g po
licie
s an
d pr
oced
ures
of
sett
ing,
ob
serv
atio
n, a
ppro
pria
te r
ecor
ding
an
d re
port
ing,
rec
ogni
sing
sig
ns a
nd
sym
ptom
s of
abu
se,
know
ing
how
to
resp
ond
follo
win
g di
sclo
sure
, m
aint
aini
ng c
onfi
dent
ialit
y ac
cord
ing
to p
olic
ies
of t
he s
etti
ng.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 80
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
8 D
iscl
osur
e: d
irec
t; in
dire
ct.
Supp
ort
for
chil
dren
who
dis
clos
e:
empo
wer
ing
child
ren
and
youn
g pe
ople
; un
cond
itio
nal a
ccep
tanc
e of
th
e ch
ild/y
oung
per
son,
aw
aren
ess
of
pote
ntia
l im
pact
on
the
child
/you
ng
pers
on a
nd o
ther
fam
ily m
embe
rs,
coun
tera
ctin
g po
ssib
le s
tere
otyp
ing.
Lect
ure
— w
hat
is t
he m
eani
ng o
f di
sclo
sure
, bo
th d
irec
t an
d in
dire
ct
and
how
can
we
supp
ort
child
ren
who
di
sclo
se?
Poss
ibly
giv
e le
arne
rs a
ha
ndou
t.
In g
roup
s di
scus
s th
e fo
llow
ing
ques
tion
: H
ow w
ould
you
res
pond
if a
ch
ild d
iscl
osed
pos
sibl
e ab
use?
Sha
re
the
grou
p no
tes
wit
h th
e cl
ass.
Le
arne
rs a
re t
o ta
ke n
otes
whi
ch c
an
be u
sed
to a
chie
ve P
5.
Set
task
4 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P5
Not
es o
n th
e m
eani
ng o
f di
sclo
sure
, bo
th d
irec
t an
d in
dire
ct a
nd h
ow w
e ca
n su
ppor
t ch
ildre
n w
ho
disc
lose
.
Han
dout
on
the
abov
e is
sues
.
Copi
es o
f ta
sk 4
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 81
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
9 Ro
le o
f th
e ke
y w
orke
r: a
dvan
tage
s,
supp
orti
ng c
hild
ren
and
thei
r fa
mili
es.
Prin
cipl
es:
liste
ning
car
eful
ly a
nd
atte
ntiv
ely,
com
mun
icat
ing
at t
he
child
’s o
wn
pace
and
wit
hout
und
ue
pres
sure
, ta
king
the
chi
ld s
erio
usly
, re
assu
ring
and
sup
port
ing
the
child
, in
form
ing
the
child
tha
t th
e in
form
atio
n ca
nnot
rem
ain
conf
iden
tial
, pr
ompt
ly f
ollo
win
g th
e co
rrec
t pr
oced
ures
of
the
sett
ing;
ho
w t
o de
al w
ith
own
feel
ings
and
em
otio
ns.
Gro
up w
ork
— W
hat
is t
he r
ole
of t
he
key
wor
ker
in s
uppo
rtin
g ch
ildre
n an
d fa
mili
es?
Shar
e an
d di
scus
s w
ith
the
clas
s.
Han
dout
— r
ole
of t
he k
ey w
orke
r —
re
ad t
hrou
gh.
Lect
ure
— P
rinc
iple
s: li
sten
ing
care
fully
and
att
enti
vely
, co
mm
unic
atin
g at
the
chi
ld’s
ow
n pa
ce a
nd w
itho
ut u
ndue
pre
ssur
e,
taki
ng t
he c
hild
ser
ious
ly,
reas
suri
ng
and
supp
orti
ng t
he c
hild
, in
form
ing
the
child
tha
t th
e in
form
atio
n ca
nnot
re
mai
n co
nfid
enti
al,
prom
ptly
fo
llow
ing
the
corr
ect
proc
edur
es o
f th
e se
ttin
g; h
ow t
o de
al w
ith
own
feel
ings
and
em
otio
ns.
Set
task
5 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P6,
M3,
D2
Larg
e sh
eets
of
pape
r an
d pe
ns.
Copi
es o
f ta
sk 5
for
lear
ners
.
Han
dout
— r
ole
of t
he k
ey
wor
ker
— r
ead
thro
ugh.
Lect
ure
— P
rinc
iple
s:
liste
ning
car
eful
ly a
nd
atte
ntiv
ely,
com
mun
icat
ing
at t
he c
hild
’s o
wn
pace
and
w
itho
ut u
ndue
pre
ssur
e,
taki
ng t
he c
hild
ser
ious
ly,
reas
suri
ng a
nd s
uppo
rtin
g th
e ch
ild,
info
rmin
g th
e ch
ild
that
the
info
rmat
ion
cann
ot
rem
ain
conf
iden
tial
, pr
ompt
ly f
ollo
win
g th
e co
rrec
t pr
oced
ures
of
the
sett
ing;
how
to
deal
wit
h ow
n fe
elin
gs a
nd e
mot
ions
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 82
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
10
Stra
tegi
es w
ith
chil
dren
/you
ng
peop
le:
pers
on-c
entr
ed a
ppro
ach;
pr
ovid
e ac
tive
sup
port
; im
port
ance
of
prom
otin
g em
pow
erm
ent,
as
sert
iven
ess,
sel
f co
nfid
ence
, se
lf-
este
em a
nd r
esili
ence
; sh
arin
g in
form
atio
n an
d no
t ke
epin
g se
cret
s;
prov
idin
g in
form
atio
n to
chi
ldre
n ac
cord
ing
to t
heir
age
, ne
eds
and
abili
ties
, eg
how
to
resp
ect
thei
r bo
dies
and
kee
p sa
fe,
tran
smis
sion
of
dise
ase.
Wor
king
wit
h pa
rent
s an
d fa
mil
ies:
pa
rtne
rshi
ps w
ith
pare
nts
and
fam
ilies
, in
volv
ing
pare
nts
in t
he a
sses
smen
t of
ch
ildre
n’s
need
s, h
elpi
ng p
aren
ts t
o re
cogn
ise
the
valu
e an
d si
gnif
ican
ce o
f th
eir
cont
ribu
tion
s; e
ncou
rage
the
de
velo
pmen
t of
par
enti
ng s
kills
, eg
re
lati
ng t
o ch
ildre
n po
siti
vely
, de
velo
p pr
acti
cal c
arin
g sk
ills,
pla
y an
d st
imul
atio
n, p
aren
ting
ski
lls t
rain
ing;
su
ppor
t fo
r be
havi
our
man
agem
ent;
co
nsid
erat
ion
for
cult
ural
and
soc
ial
vari
atio
ns,
adap
ting
as
child
ren
deve
lop;
loca
l sup
port
net
wor
ks;
stra
tegi
es f
or c
opin
g.
Lect
ure
— S
trat
egie
s w
ith
chil
dren
/you
ng p
eopl
e: p
erso
n-ce
ntre
d ap
proa
ch;
prov
ide
acti
ve
supp
ort;
impo
rtan
ce o
f pr
omot
ing
empo
wer
men
t, a
sser
tive
ness
, se
lf
conf
iden
ce,
self
-est
eem
and
re
silie
nce;
sha
ring
info
rmat
ion
and
not
keep
ing
secr
ets;
pro
vidi
ng
info
rmat
ion
to c
hild
ren
acco
rdin
g to
th
eir
age,
nee
ds a
nd a
bilit
ies,
eg
how
to
res
pect
the
ir b
odie
s an
d ke
ep
safe
, tr
ansm
issi
on o
f di
seas
e.
Gro
up w
ork
— if
you
wer
e a
nurs
ery
man
ager
, ho
w w
ould
you
enc
oura
ge
part
ners
hip
wit
h pa
rent
s? S
hare
and
di
scus
s id
eas
wit
h th
e re
st o
f th
e cl
ass.
Lect
ure
— P
artn
ersh
ip w
ith
pare
nts.
P6,
M3,
D2
Lect
ure
note
s —
Str
ateg
ies
wit
h ch
ildr
en/y
oung
peo
ple:
pe
rson
-cen
tred
app
roac
h;
prov
ide
acti
ve s
uppo
rt;
impo
rtan
ce o
f pr
omot
ing
empo
wer
men
t,
asse
rtiv
enes
s, s
elf
conf
iden
ce,
self
-est
eem
and
re
silie
nce;
sha
ring
in
form
atio
n an
d no
t ke
epin
g se
cret
s; p
rovi
ding
in
form
atio
n to
chi
ldre
n ac
cord
ing
to t
heir
age
, ne
eds
and
abili
ties
, eg
how
to
resp
ect
thei
r bo
dies
and
ke
ep s
afe,
tra
nsm
issi
on o
f di
seas
e.
Larg
e sh
eets
of
pape
r an
d pe
ns.
Lect
ure
note
s —
Par
tner
ship
w
ith
pare
nts.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 83
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
11
Sour
ces
of i
nfor
mat
ion
and
supp
ort:
im
port
ance
of
the
mul
ti-a
genc
y ap
proa
ch in
del
iver
ing
the
inte
grat
ed
agen
da,
bene
fits
of
a m
ulti
-pr
ofes
sion
al,
mul
ti-a
genc
y ap
proa
ch,
part
ners
hip
wor
king
, ex
tend
ed
scho
ols,
chi
ldre
n’s
cent
res,
lead
pr
ofes
sion
als;
com
mon
ass
essm
ent
fram
ewor
k; c
oope
rati
on w
ith
othe
r pr
ofes
sion
als;
sha
ring
info
rmat
ion,
bo
unda
ries
of
conf
iden
tial
ity;
ran
ge
of o
ther
pro
fess
iona
ls in
volv
ed,
eg
polic
e, h
ealt
h vi
sito
rs,
gene
ral
prac
titi
oner
s, t
each
ers,
ear
ly y
ears
w
orke
rs,
hosp
ital
sta
ff,
soci
al
serv
ices
, ed
ucat
iona
l psy
chol
ogis
ts,
fam
ily li
aiso
n w
orke
rs,
relig
ious
pe
rson
nel;
com
mun
ity
supp
ort
netw
orks
, eg
rol
e an
d se
rvic
es
prov
ided
by
a ra
nge
of
loca
l/na
tion
al,
volu
ntar
y, s
tatu
tory
an
d pr
ivat
e ag
enci
es t
o su
ppor
t ch
ildre
n an
d th
eir
fam
ilies
.
Alt
erna
tive
for
ms
of c
are:
te
mpo
rary
/per
man
ent,
fos
teri
ng,
resp
ite,
ado
ptio
n, r
esid
enti
al
child
care
.
Visi
ting
spe
aker
s in
the
fol
low
ing
area
s:
• su
ppor
t ag
enci
es,
eg c
ouns
ello
r
• ad
opti
on a
nd f
oste
ring
• ed
ucat
iona
l psy
chol
ogis
t
• po
lice
• he
alth
vis
itor
• ch
ild p
rote
ctio
n of
fice
r
• pl
ay t
hera
pist
.
Lear
ners
sho
uld
be e
ncou
rage
d to
ask
qu
esti
ons
and
take
not
es t
hrou
ghou
t.
P6,
M3,
D2
Arra
nge
a va
riet
y of
vis
itin
g sp
eake
rs in
the
fol
low
ing
area
s:
• su
ppor
t ag
enci
es,
eg
coun
sello
r
• ad
opti
on a
nd f
oste
ring
• ed
ucat
iona
l psy
chol
ogis
t
• po
lice
• he
alth
vis
itor
• ch
ild p
rote
ctio
n of
fice
r
• pl
ay t
hera
pist
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 84
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
A
llev
iati
ng t
he e
ffec
ts o
f ab
use:
en
cour
agin
g ex
pres
sion
of
feel
ing;
im
prov
ing
self
-im
age;
bui
ldin
g se
lf-
este
em a
nd c
onfi
denc
e, e
g pl
ay
ther
apy,
cou
nsel
ling;
rol
e of
vo
lunt
ary
orga
nisa
tion
s.
12
Any
lect
ures
/iss
ues
whi
ch n
eed
re-
capp
ing
or w
ere
not
com
plet
ed a
nd
then
tim
e fo
r le
arne
rs t
o co
mpl
ete
thei
r as
sign
men
t w
ork
and
disc
uss
it
wit
h th
eir
lect
urer
.
Any
lect
ures
/iss
ues
whi
ch n
eed
re-
capp
ing
or w
ere
not
com
plet
ed a
nd
then
tim
e fo
r le
arne
rs t
o co
mpl
ete
thei
r as
sign
men
t w
ork
and
disc
uss
it
wit
h th
eir
lect
urer
.
All
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
85
Sample assessment activity
Task 1
Make a leaflet for early years workers which:
• Highlights indicators of possible child abuse. Include at least four physical and four behavioural indicators within your leaflet. (P1)
• Describes four theoretical models of child abuse. (P2)
Write an essay which complements your leaflet, ensuring you:
• Compare four theoretical models of child abuse. (M1)
• Evaluate four theoretical forms of child abuse. (D1)
Task 2
Make a poster, (minimum size A3) which could be displayed in a school staff room. Your poster needs to outline the legal framework relating to the protection of children. (P3)
Task 3
Write a child protection policy, which describes the reporting procedures in your placement setting. (P4)
Explain the reporting procedures in each of your placements. (Note — this cannot be completed until you have started your last placement.) (M2)
Task 4
Answer the following question, ensuring you describe the principles of responding to disclosure:
• How would you respond if a child disclosed possible abuse? (P5)
• Use your class notes from week 8 lecture.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
86
Task 5
Make a booklet with three sections (P6):
In section 1, describe child protection strategies to protect children.
In section 2, describe child protection strategies to protect children’s families.
In section 3, describe child protection strategies to protect other adults.
Ensure your booklet includes an explanation/reason for these strategies to support children, their families and other adults. (M3)
Ensure your booklet includes an evaluation of child protection strategies to support children, their families and other adults. Consider strengths and weaknesses of the strategies and how they could be improved. (D2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
87
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor
• work experience placements
• people/day-to-day interactions, eg school/college or local counsellors, psychologists, social workers
• library resources with key texts and other reference materials
• staff policy and procedure handbooks should be made available from the learners’ local health, education and social services departments.
In addition, the following resources are considered to be highly valuable:
• case study materials.
The nature of this unit can lead to disclosure of abuse by and to learners.
It is therefore essential that tutors responsible for delivering this unit have had professional child protection training and that a professional referral is available to learners if required.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Barker J — A Child Protection Handbook (Routledge, 2004) ISBN 9780415321754
Beckett C — Child Protection: An Introduction (Sage, 2003) ISBN 9780761949565
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Ferguson H — Protecting Children in Time: Child Abuse, Child Protection and the Consequences of Modernity (Palgrave Macmillan, 2004) ISBN 1403906939
Gardner R — Supporting Families: Child Protection in the Community (Wiley, 2005) ISBN 9780470023020
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 9780748781973
Hobart C and Frankel J — A Practical Guide to Good Practice in Child Protection (Nelson Thornes, 2005) ISBN 9780748792061
Humphreys C and Stanley N — Domestic Violence and Child Protection: Directions for Good Practice (Jessica Kingsley, 2006) ISBN 1843102765
Lindon J — Child Protection (Hodder Arnold, 2003) ISBN 9780340876060
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
88
Peacock S — BTEC National Children’s Care, Learning and Development: Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Squire G — BTEC National Children’s Care, Learning and Development: Student Book (Heinemann, 2007) ISBN 97804365499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development Candidate Handbook (Heinemann, 2006) ISBN 9780435499179
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Journals
Community care
Nursery World
Websites
www.charity-commission.gov.uk Charity Commission
www.guardian.co.uk The Guardian newspaper
www.nspcc.org.uk NSPCC
www.savethechildren.org.uk Save the Children
www.teachernet.org Teachernet
www.unicef.org UNICEF
www.viva.org Viva network
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
89
Unit 6: Promoting Children’s Rights
NQF Level 3: BTEC National
Guided learning hours: 60
This unit introduces learners to the concepts of diversity, equality, individual rights, and inclusion, especially with reference to the provision of services for children, and children’s rights.
Contemporary British society is immensely diverse in terms of culture, background, beliefs and values. This diversity can add to the richness of society but may also result in some individuals being disadvantaged in social and economic terms, as well as in respect of access to health, education and lifelong opportunity.
Those who work with children need to be aware of the implications of diversity and recognise its value. They also need to recognise the importance of equality of opportunity, inclusion and the rights of the individual.
The unit is intended to contribute to the underpinning knowledge required for CCLD 305: Protect and promote children’s rights of the National Occupational Standards in Children’s Care, Learning and Development. It aims to cover the first two elements of this unit, with the third element being covered by Unit 5: Safeguarding Children.
Learning outcomes
On completion of this unit a learner should:
1 Understand the meaning of diversity in today’s society
2 Understand the importance of equality, recognising diversity and rights in services for children
3 Understand the ways in which services for children recognise and promote equality, diversity and rights
4 Know the ways in which the individual worker can promote inclusion in their own practice.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 90
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
1 In
trod
uce
the
unit
.
Div
ersi
ty i
n co
ntem
pora
ry B
riti
sh
soci
ety:
eg
race
, cu
ltur
e, b
elie
fs,
valu
es,
age,
hea
lth
stat
us,
abili
ty,
plac
e of
ori
gin,
soc
ial
clas
s/st
rati
fica
tion
, ec
onom
ic
stat
us,
fam
ily s
truc
ture
, se
xual
ity,
la
ngua
ge,
acce
nts,
cod
es o
f be
havi
our,
fam
ilies
wit
h a
hist
ory
of
offe
ndin
g.
Adv
anta
ges
of d
iver
sity
: eg
cul
tura
l en
rich
men
t, g
loba
l aw
aren
ess,
re
spec
t an
d ac
cept
ance
, so
cial
ha
rmon
y.
Intr
oduc
e an
d di
scus
s th
e un
it
cont
ent.
Lect
ure
— D
iver
sity
and
the
ad
vant
ages
of
dive
rsit
y.
Ask
lear
ners
to
obta
in c
opie
s of
the
eq
ual o
ppor
tuni
ty p
olic
y of
the
ir
plac
emen
t.
Set
Task
1 a
nd d
iscu
ss a
pos
sibl
e ha
nd in
dat
e.
P1,
M1,
D1
Lect
ure
note
s —
Div
ersi
ty
and
adva
ntag
es o
f di
vers
ity.
Copi
es o
f th
e un
it c
onte
nt
for
lear
ners
.
Copi
es o
f ta
sk 1
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 91
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
2 D
iver
sity
in
cont
empo
rary
Bri
tish
so
ciet
y: e
g ra
ce,
cult
ure,
bel
iefs
, va
lues
, ag
e, h
ealt
h st
atus
, ab
ility
, pl
ace
of o
rigi
n, s
ocia
l cl
ass/
stra
tifi
cati
on,
econ
omic
st
atus
, fa
mily
str
uctu
re,
sexu
alit
y,
lang
uage
, ac
cent
s, c
odes
of
beha
viou
r, f
amili
es w
ith
a hi
stor
y of
of
fend
ing.
Adv
anta
ges
of d
iver
sity
: eg
cul
tura
l en
rich
men
t, g
loba
l aw
aren
ess,
re
spec
t an
d ac
cept
ance
, so
cial
ha
rmon
y.
Poss
ible
vis
it t
o a
plac
e of
wor
ship
.
Lear
ners
sho
uld
be e
ncou
rage
d to
ask
re
leva
nt q
uest
ions
and
tak
e no
tes
duri
ng t
he v
isit
.
Obs
erve
som
e re
ligio
us a
rtef
acts
.
P1,
M1,
D1
Arra
nge
a vi
sit
to a
rel
igio
us
plac
e of
wor
ship
.
Relig
ious
art
efac
ts.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 92
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
3 D
iver
sity
in
cont
empo
rary
Bri
tish
so
ciet
y: e
g ra
ce,
cult
ure,
bel
iefs
, va
lues
, ag
e, h
ealt
h st
atus
, ab
ility
, pl
ace
of o
rigi
n, s
ocia
l cl
ass/
stra
tifi
cati
on,
econ
omic
st
atus
, fa
mily
str
uctu
re,
sexu
alit
y,
lang
uage
, ac
cent
s, c
odes
of
beha
viou
r, f
amili
es w
ith
a hi
stor
y of
of
fend
ing.
Adv
anta
ges
of d
iver
sity
: eg
cul
tura
l en
rich
men
t, g
loba
l aw
aren
ess,
re
spec
t an
d ac
cept
ance
, so
cial
ha
rmon
y.
Form
al p
olic
ies
on e
qual
ity
and
righ
ts:
legi
slat
ion
cove
ring
ch
ildre
n’s
righ
ts a
nd la
ws
cove
ring
eq
ualit
y an
d in
clus
ion
in h
ome
coun
try
and
how
the
se r
elat
e to
ch
ildre
n’s
sett
ings
; or
gani
sati
onal
po
licie
s; s
taff
rec
ruit
men
t,
deve
lopm
ent
and
trai
ning
.
Dis
cuss
vis
it,
lear
ners
sha
re t
he n
otes
th
ey t
ook.
Dis
cuss
equ
al o
ppor
tuni
ties
pol
icie
s co
llect
ed f
rom
pla
cem
ents
.
Lect
ure
— b
ased
aro
und
the
disc
ussi
ons
and
obse
rvat
ions
so
far,
th
is m
ay v
ary
depe
ndin
g on
vis
it a
nd
polic
ies
obse
rved
.
Arra
nge
a di
vers
e fo
od t
asti
ng s
essi
on
in w
hich
lear
ners
bri
ng e
xam
ples
of
cult
ural
ly d
isti
nct
food
s. L
earn
ers
disc
uss
the
impa
ct o
f cu
ltur
al
dive
rsit
y.
M1,
D1,
P4,
M2
Lear
ners
not
es f
rom
vis
it.
Exam
ples
of
equa
l op
port
unit
y po
licie
s fr
om a
va
riet
y of
set
ting
s.
Food
for
the
div
erse
foo
d ta
stin
g se
ssio
n.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 93
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
4 Ec
onom
ic d
iver
sity
: di
stri
buti
on o
f w
ealt
h an
d in
com
e; in
equa
litie
s;
hard
ship
and
mer
itoc
racy
; co
ncep
ts
of a
bsol
ute
and
rela
tive
pov
erty
and
it
s m
easu
rem
ent;
pov
erty
line
; ex
iste
nce
and
pers
iste
nce
of
pove
rty;
eff
ects
of
pove
rty
on
child
ren,
fam
ilies
and
soc
iety
.
Equi
ty:
conc
ept
of t
oler
ance
; cy
cle
of d
isad
vant
age;
pri
ncip
les
and
valu
es o
f th
e se
ctor
, in
clud
ing
the
care
val
ue b
ase.
Lect
ure
— e
cono
mic
div
ersi
ty a
nd
equi
ty,
enco
urag
ing
lear
ners
to
ques
tion
and
dis
cuss
the
issu
es
men
tion
ed in
the
lect
ure.
Set
task
2 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P2
Lect
ure
note
s on
eco
nom
ic
dive
rsit
y an
d eq
uity
.
OH
P an
d/or
Pow
erPo
int.
Copi
es o
f ta
sk 2
for
lear
ners
.
5 In
equa
liti
es:
disc
rim
inat
ion,
st
ereo
typi
ng,
labe
lling
, m
argi
nalis
ing,
dis
empo
wer
ing;
po
tent
ial e
ffec
ts o
n ch
ildre
n an
d th
eir
fam
ilies
; em
bedd
ing
of
ineq
ualit
ies
in s
ocie
ty;
nega
tive
ef
fect
s on
chi
ldre
n w
ho a
re/a
re n
ot
expe
rien
cing
ineq
ualit
y; e
ffec
ts o
n ac
cess
to
serv
ices
and
how
to
over
com
e th
ese.
Vuln
erab
le g
roup
s: e
g cu
ltur
al
min
orit
ies,
peo
ple
wit
h di
sabi
litie
s an
d/or
spe
cial
edu
cati
onal
nee
ds,
peop
le w
ho a
re e
cono
mic
ally
and
/or
educ
atio
nally
dis
adva
ntag
ed.
Gro
up w
ork,
lear
ners
to
spid
er-g
raph
in
equa
litie
s. S
hare
wit
h th
e cl
ass
and
disc
uss.
Lect
ure
on in
equa
litie
s.
Gro
up w
ork,
lear
ners
to
spid
er-g
raph
vu
lner
able
gro
ups.
Lect
ure
on v
ulne
rabl
e gr
oups
.
Set
task
3 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
Poss
ible
vis
it f
rom
som
eone
fro
m a
n et
hnic
min
orit
y.
P2,
P3
Poss
ible
vis
it f
rom
som
eone
fr
om a
n et
hnic
min
orit
y.
Copi
es o
f ta
sk 3
for
lear
ners
.
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Lect
ure
note
s, b
ook
refe
renc
es o
n in
equa
litie
s.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 94
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
6 Pr
ovis
ion
and
serv
ices
: eq
ual a
cces
s to
pro
visi
on b
est
suit
ed t
o in
divi
dual
ne
eds,
eg
sepa
rate
d an
d/or
in
tegr
ated
, pe
rson
al c
hoic
e;
nega
tive
impl
icat
ions
of
segr
egat
ed
prov
isio
n; d
iffi
cult
ies
in a
cces
sing
pr
ovis
ion
and
serv
ices
and
how
the
se
mig
ht b
e ov
erco
me;
com
mun
ity
reso
urce
s an
d su
ppor
t to
sup
port
eq
ualit
y of
acc
ess;
sou
rces
of
info
rmat
ion
for
child
ren
and
thei
r fa
mili
es.
Lect
ure
on p
rovi
sion
and
ser
vice
s,
enco
urag
ing
lear
ners
to
ques
tion
and
sh
are
wit
h di
scus
sion
giv
ing
exam
ples
fr
om t
heir
pla
cem
ent
sett
ings
.
Set
task
5 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P5
Copi
es o
f ta
sk 5
for
lear
ners
.
7 H
uman
rig
hts:
mor
al r
ight
s; r
ight
s of
ch
ildre
n an
d th
eir
fam
ilies
.
Hum
an r
ight
s le
gisl
atio
n: H
uman
Ri
ghts
Act
199
8 —
mai
n se
ctio
ns a
nd
impl
icat
ions
for
chi
ldre
n; U
nite
d N
atio
ns C
onve
ntio
n on
the
Rig
hts
of
the
Child
198
9 —
impl
icat
ions
on
serv
ices
for
chi
ldre
n.
Lect
ure
on h
uman
rig
hts
and
legi
slat
ion.
Poss
ible
han
dout
for
lear
ners
.
If t
here
is a
ny t
ime
left
lear
ners
may
us
e th
e in
tern
et t
o fi
nd m
ore
info
rmat
ion
abou
t hu
man
rig
hts
legi
slat
ion,
whi
ch w
ill s
uppo
rt t
heir
as
sign
men
t w
riti
ng.
Set
task
4 a
nd d
iscu
ss a
pos
sibl
e ha
nd
in d
ate.
P4
Lect
ure
note
s —
Hum
an
righ
ts a
nd le
gisl
atio
n,
poss
ible
han
dout
for
le
arne
rs.
Acce
ss t
o th
e in
tern
et.
Copi
es o
f ta
sk 4
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 95
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
8 W
orki
ng p
ract
ices
in
chil
dren
’s
serv
ices
: ac
tive
pro
mot
ion
of
equa
lity
and
indi
vidu
al r
ight
s;
com
mun
icat
ion;
dev
elop
ing
part
ners
hips
wit
h pa
rent
s.
Act
ive
prom
otio
n of
equ
alit
y an
d in
divi
dual
rig
hts:
sta
ff r
ecru
itm
ent,
de
velo
pmen
t an
d tr
aini
ng;
prov
idin
g in
form
atio
n th
at p
rom
otes
pa
rtic
ipat
ion
and
equa
lity
of a
cces
s;
iden
tify
ing
and
rem
ovin
g ba
rrie
rs t
o pa
rtic
ipat
ion,
eg
atti
tude
s,
lang
uage
, m
obili
ty,
disc
rim
inat
ion,
la
ck o
f in
form
atio
n, e
nvir
onm
enta
l fa
ctor
s; p
rovi
ding
info
rmat
ion
to
child
ren
abou
t th
eir
righ
ts a
nd
resp
onsi
bilit
ies
in t
he c
onte
xt o
f th
e se
ttin
g; im
plic
atio
ns o
f co
nfid
enti
alit
y; e
nsur
ing
prov
isio
n m
eets
cur
rent
gui
delin
es o
n im
plem
enti
ng in
clus
ion
and
anti
-di
scri
min
ator
y pr
acti
ce.
Com
mun
icat
ion:
info
rmat
ion
abou
t se
rvic
es a
nd p
olic
ies;
the
rol
es a
nd
use
of a
dvoc
ates
, in
terp
rete
rs,
tran
slat
ors;
sig
ning
, Br
aille
.
Lect
ure
on w
orki
ng p
ract
ices
in
child
ren’
s se
rvic
es o
r po
ssib
le v
isit
fr
om a
pla
cem
ent
prov
ider
.
Gro
up w
ork
— h
ow c
an w
e ac
tive
ly
prom
ote
equa
lity
and
indi
vidu
al
righ
ts?
Spid
er-g
raph
and
the
n sh
are
wit
h th
e re
st o
f th
e cl
ass.
Enc
oura
ge
lear
ners
to
bear
in m
ind
links
to
the
equa
l opp
ortu
nity
pol
icie
s di
scus
sed
earl
ier
in t
he u
nit.
Lect
ure/
disc
ussi
on a
bout
co
mm
unic
atio
n: in
form
atio
n ab
out
serv
ices
and
pol
icie
s; t
he r
oles
and
us
e of
adv
ocat
es,
inte
rpre
ters
, tr
ansl
ator
s; s
igni
ng,
Brai
lle.
Lear
ners
to
try
lear
ning
som
e ba
sic
sign
la
ngua
ge a
nd c
omm
unic
atin
g w
ith
thei
r fr
iend
s.
P4,
P5,
D2
Lect
ure
note
s —
wor
king
pr
acti
ces
in c
hild
ren’
s se
rvic
es o
r ar
rang
e a
plac
emen
t pr
ovid
er t
o be
a
visi
ting
spe
aker
.
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Lect
ure
note
s/ha
ndou
ts
abou
t co
mm
unic
atio
n,
advo
cate
s, in
terp
rete
rs,
tran
slat
ors,
sig
ning
and
Br
aille
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 96
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
9 Pa
rtne
rshi
ps w
ith
pare
nts/
lega
l gu
ardi
ans:
pos
itiv
e re
lati
onsh
ips
wit
h pa
rent
s/le
gal g
uard
ians
; di
scus
sion
and
sha
ring
of
info
rmat
ion;
val
uing
par
enta
l rol
e an
d in
volv
emen
t; u
nder
stan
ding
di
vers
e fa
mily
pat
tern
s; c
ultu
ral
expe
ctat
ions
.
Gro
up w
ork
(ans
wer
ing
the
follo
win
g qu
esti
ons)
. H
ow c
an w
e in
volv
e pa
rent
s in
our
set
ting
s? W
hat
exam
ples
of
part
ners
hips
wit
h pa
rent
s ha
ve y
ou s
een
whi
lst
on
plac
emen
t?
Lect
ure
— p
osit
ive
rela
tion
ship
s w
ith
pare
nts/
lega
l gua
rdia
ns;
disc
ussi
on
and
shar
ing
of in
form
atio
n; v
alui
ng
pare
ntal
rol
e an
d in
volv
emen
t;
unde
rsta
ndin
g di
vers
e fa
mily
pa
tter
ns;
cult
ural
exp
ecta
tion
s.
P5
Larg
e sh
eets
of
pape
r an
d m
arke
rs.
Lect
ure
note
s —
pos
itiv
e re
lati
onsh
ips
wit
h pa
rent
s/le
gal g
uard
ians
; di
scus
sion
and
sha
ring
of
info
rmat
ion;
val
uing
par
enta
l ro
le a
nd in
volv
emen
t;
unde
rsta
ndin
g di
vers
e fa
mily
pa
tter
ns;
cult
ural
ex
pect
atio
ns.
OH
P or
Pow
erPo
int.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 97
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
10
Pers
onal
aw
aren
ess:
iden
tify
ing
one’
s ow
n be
liefs
and
pre
judi
ces;
ch
angi
ng o
ne’s
ow
n be
liefs
and
pr
ejud
ices
; ch
alle
ngin
g op
pres
sive
an
d di
scri
min
ator
y be
havi
our;
link
s be
twee
n di
scri
min
atio
n an
d be
havi
our;
app
ropr
iate
use
of
lang
uage
; ro
le m
odel
ling.
App
lica
tion
of
care
val
ue b
ase:
re
spec
t fo
r in
divi
dual
dif
fere
nces
; id
enti
ty a
nd d
igni
ty o
f ch
ildre
n an
d fa
mili
es.
Incl
usiv
e pr
acti
ce:
in
com
mun
icat
ion,
car
e ro
utin
es,
play
, cu
rric
ular
act
ivit
ies,
the
en
viro
nmen
t, e
quip
men
t an
d m
ater
ials
; se
ekin
g an
d re
spec
ting
vi
ews
and
pref
eren
ces
of c
hild
ren;
ad
apti
ng p
ract
ice
to a
ges,
nee
ds a
nd
abili
ties
of
child
ren;
wor
king
wit
h ch
ildre
n in
the
con
text
of
the
UN
Co
nven
tion
on
the
Righ
ts o
f th
e Ch
ild,
eg t
he c
hild
’s r
ight
to
self
-ex
pres
sion
, pl
ay,
cult
ural
iden
tity
, fr
eedo
m f
rom
exp
loit
atio
n, h
igh
qual
ity
prov
isio
n th
at m
eets
the
ir
indi
vidu
al n
eeds
; an
ti-d
iscr
imin
ator
y pr
acti
ce.
Lect
ure
— P
erso
nal
awar
enes
s:
iden
tify
ing
one’
s ow
n be
liefs
and
pr
ejud
ices
; ch
angi
ng o
ne’s
ow
n be
liefs
and
pre
judi
ces;
cha
lleng
ing
oppr
essi
ve a
nd d
iscr
imin
ator
y be
havi
our;
link
s be
twee
n di
scri
min
atio
n an
d be
havi
our;
ap
prop
riat
e us
e of
lang
uage
; ro
le
mod
ellin
g.
Visi
ting
spe
aker
(po
ssib
ly a
spe
cial
ne
eds
teac
her)
to
disc
uss
appl
icat
ion
of c
are
valu
e ba
se a
nd in
clus
ive
prac
tice
.
Lect
ure
— w
orki
ng w
ith
child
ren
in
the
cont
ext
of t
he U
N C
onve
ntio
n on
th
e Ri
ghts
of
the
Child
, eg
the
chi
ld’s
ri
ght
to s
elf-
expr
essi
on,
play
, cu
ltur
al
iden
tity
, fr
eedo
m f
rom
exp
loit
atio
n,
high
qua
lity
prov
isio
n th
at m
eets
th
eir
indi
vidu
al n
eeds
; an
ti-
disc
rim
inat
ory
prac
tice
Lear
ners
sho
uld
be a
sked
to
take
no
tes
or t
ry t
o ob
tain
a c
opy
of t
heir
pl
acem
ent
sett
ings
Con
fide
ntia
lity
Polic
y, t
o be
use
d in
the
nex
t se
ssio
n.
P5,
P6,
M3
Lect
ure
note
s —
Per
sona
l aw
aren
ess:
iden
tify
ing
one’
s ow
n be
liefs
and
pre
judi
ces;
ch
angi
ng o
ne’s
ow
n be
liefs
an
d pr
ejud
ices
; ch
alle
ngin
g op
pres
sive
and
di
scri
min
ator
y be
havi
our;
lin
ks b
etw
een
disc
rim
inat
ion
and
beha
viou
r; a
ppro
pria
te
use
of la
ngua
ge;
role
m
odel
ling.
Arra
nge
a vi
siti
ng s
peak
er
(pos
sibl
y sp
ecia
l nee
ds
teac
her)
to
disc
uss
appl
icat
ion
of c
are
valu
e ba
se a
nd in
clus
ive
prac
tice
.
Lect
ure
note
s —
wor
king
w
ith
child
ren
in t
he c
onte
xt
of t
he U
N C
onve
ntio
n on
the
Ri
ghts
of
the
Child
, eg
the
ch
ild’s
rig
ht t
o se
lf-
expr
essi
on,
play
, cu
ltur
al
iden
tity
, fr
eedo
m f
rom
ex
ploi
tati
on,
high
qua
lity
prov
isio
n th
at m
eets
the
ir
indi
vidu
al n
eeds
; an
ti-
disc
rim
inat
ory
prac
tice
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 98
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
11
Ove
rrid
ing
indi
vidu
al r
ight
s:
exam
ples
of
situ
atio
ns w
hen
this
m
ight
be
nece
ssar
y, e
g fo
r th
e sa
fety
of
the
child
; th
e us
e of
pow
er
and
forc
e; s
tatu
tory
pow
ers,
eg
Child
ren
Act
2004
, D
isab
ility
D
iscr
imin
atio
n Ac
t 19
95 a
nd 2
005,
M
enta
l Hea
lth
Act
1983
, M
enta
l Ca
paci
ty A
ct 2
005,
Chi
ldca
re A
ct
2006
, co
mm
on la
w;
lega
l fr
amew
ork.
Impl
icat
ions
of
conf
iden
tial
ity:
in
terv
iew
ing;
rec
ordi
ng;
stor
age
of
info
rmat
ion;
sha
ring
of
info
rmat
ion;
pr
ofes
sion
al c
onfi
dent
ialit
y; w
hen
to
brea
k co
nfid
ence
; re
leva
nt s
ecti
ons
of le
gisl
atio
n, e
g D
ata
Prot
ecti
on
Act
1984
, Ac
cess
to
Pers
onal
File
s Ac
t 19
87,
Acce
ss t
o M
edic
al R
epor
ts
Act
1988
.
Gro
up w
ork:
Whe
n do
you
fee
l in
divi
dual
rig
hts
can/
shou
ld b
e ov
erri
dden
? D
iscu
ss a
nd t
hen
shar
e w
ith
the
rest
of
the
clas
s.
Lect
ure
— O
verr
idin
g in
divi
dual
ri
ghts
: ex
ampl
es o
f si
tuat
ions
whe
n th
is m
ight
be
nece
ssar
y, e
g fo
r th
e sa
fety
of
the
child
; th
e us
e of
pow
er
and
forc
e; s
tatu
tory
pow
ers,
eg
Child
ren
Act
2004
, D
isab
ility
D
iscr
imin
atio
n Ac
t 19
95 a
nd 2
005,
M
enta
l Hea
lth
Act
1983
, M
enta
l Ca
paci
ty A
ct 2
005,
Chi
ldca
re A
ct
2006
, co
mm
on la
w;
lega
l fra
mew
ork.
Shar
ing
and
disc
ussi
ng c
onfi
dent
ialit
y po
licie
s co
llect
ed f
rom
pla
cem
ents
.
D1
Lect
ure
note
s —
Ove
rrid
ing
indi
vidu
al r
ight
s: e
xam
ples
of
sit
uati
ons
whe
n th
is m
ight
be
nec
essa
ry,
eg f
or t
he
safe
ty o
f th
e ch
ild;
the
use
of p
ower
and
for
ce;
stat
utor
y po
wer
s, e
g Ch
ildre
n Ac
t 20
04,
Dis
abili
ty
Dis
crim
inat
ion
Act
1995
and
20
05,
Men
tal H
ealt
h Ac
t 19
83,
Men
tal C
apac
ity
Act
2005
, Ch
ildca
re A
ct 2
006,
co
mm
on la
w;
lega
l fr
amew
ork.
Exam
ples
of
conf
iden
tial
ity
polic
ies
colle
cted
fro
m a
va
riet
y of
rel
evan
t se
ttin
gs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 99
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
Lect
ure
• Co
nfid
enti
alit
y: in
terv
iew
ing;
re
cord
ing;
sto
rage
of
info
rmat
ion;
sh
arin
g of
info
rmat
ion;
pr
ofes
sion
al c
onfi
dent
ialit
y; w
hen
to b
reak
con
fide
nce.
• Re
leva
nt le
gisl
atio
n co
ncer
ned
wit
h co
nfid
enti
alit
y eg
Dat
a Pr
otec
tion
Act
198
4, A
cces
s to
Pe
rson
al F
iles
Act
1987
, Ac
cess
to
Med
ical
Rep
orts
Act
198
8.
Le
ctur
e no
tes
on:
• co
nfid
enti
alit
y:
inte
rvie
win
g; r
ecor
ding
; st
orag
e of
info
rmat
ion;
sh
arin
g of
info
rmat
ion;
pr
ofes
sion
al
conf
iden
tial
ity;
whe
n to
br
eak
conf
iden
ce
• re
leva
nt le
gisl
atio
n co
ncer
ned
wit
h co
nfid
enti
alit
y, e
g D
ata
Prot
ecti
on A
ct 1
984,
Ac
cess
to
Pers
onal
File
s Ac
t 19
87,
Acce
ss t
o M
edic
al R
epor
ts A
ct
1988
.
12
Lear
ner
pres
enta
tion
s.
Tim
e to
re-
cap
any
item
s le
arne
rs
requ
ire
mor
e in
form
atio
n ab
out.
Tim
e to
fin
ish
assi
gnm
ents
and
di
scus
s th
em w
ith
lect
urer
.
Lear
ners
’ in
divi
dual
pre
sent
atio
ns.
Tim
e to
re-
cap
any
item
s le
arne
rs
requ
ire
mor
e in
form
atio
n ab
out.
Tim
e to
fin
ish
assi
gnm
ents
and
di
scus
s th
em w
ith
lect
urer
.
P6
All
Pow
erPo
int
acce
ss a
nd O
HP
for
pres
enta
tion
s.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
100
Sample assessment activity
Task 1
Make a leaflet for learners in your group which describes the meaning of diversity in today’s society. (P1)
Write a policy for a school setting which describes implications of addressing issues of diversity. (M1)
In an essay format answer the following question:
What is the value of diversity in today’s society and how is it relevant to children’s care, learning and development practice? (D1)
Task 2
Using topical issues in the recent media explain the causes of two types of economic diversity and discuss how these may affect children, their families and society. Gather as much evidence as you can, and include this along with any linked notes you have taken, as part of the assignment. (P2)
Task 3
In an essay format, describe the meaning of equity, diversity and rights and explain why it is important for a children’s service provider to recognise these.
Give at least one example of each. (P3)
Answer the following question in the form of a 5-10 minute presentation.
How can you as an individual worker promote inclusion? (P6)
Continuing in your essay format for P3, analyse the role of children’s care, learning and development practitioners in ensuring promotion of inclusive practice. Elements of D2 may also be evident through your presentation. (D2)
Task 4
Make a poster (minimum size A3) for display in a nursery or a school. Your poster needs to identify each piece of current legislation and explain how it helps to promote equality of opportunity, inclusion and children’s rights in children’s services. (P4)
Using a policy from one of your placements, explain how it meets the requirements of a piece of legislation discussed on your poster. (M2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
101
Task 5
Answer the following question:
How can schools/nurseries promote equality of opportunity, inclusion and rights? (P5)
Include examples from your placements, which show how practice in children’s services can promote equality of opportunity, inclusion and rights. (M3)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
102
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor with experience of practising the concepts of inclusive practice in care settings
• work experience placements
• library resources with key texts and other reference materials.
In addition, the following resources are considered to be highly valuable:
• case study materials
• resources produced by the Standards Unit
• recent policy papers from The Children’s Society, various specialist independent (voluntary) organisations, professional associations and trade unions
• audio and visual records, eg videos/DVDs, television interviews, soap operas, chat shows, magazines or newspapers
• guest speakers
• visits.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Casey T — Inclusive Play: Practical Strategies for Working with Children Aged 3-8 (Paul Chapman, 2005) ISBN 1412902436
Cheminais R — Every Child Matters — A New Role for SENCOs (David Fulton, 2005) ISBN 1843124068
Clough P and Nutbrown C — Inclusion in the Early Years (Sage, 2006) ISBN 1412908140
Davy A and Gallagher J — New Play work — Play and Care for Children 4–16 (Thompson Learning, 2006) ISBN 1844803376
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 09780748781973
Maloney S and Topping K — The Routledge Falmer Reader in Inclusive Education (RoutledgeFalmer, 2005) ISBN 0415336651
Peacock S — BTEC National Children’s Care, Learning and Development Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
103
Squire G — BTEC National Children’s Care, Learning and Development Student Book (Heinemann, 2007) ISBN 9780435499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development: Candidate Handbook (Heinemann, 2006) ISBN 9780435499179
Thomas E — What about Me? An Equal Opportunities Support Pack (HLB Associates, 2003) ISBN 9780954736200
Walker M — Children’s Care, Learning and Development NVQ 3: Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Journals
Nursery Education
Nursery World
Practical Pre-School
Sociology Review
Sure Start Magazine
Websites
www.bbc.co.uk BBC
www.cregov.uk Commission for Racial Equality
www.equality.leeds.ac.uk University of Leeds resource
www.legalday.co.uk UK Law resource
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
104
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
105
Unit 7: Children’s Learning Activities and Play
NQF Level 3: BTEC National
Guided learning hours: 90
The aim of this unit is to provide learners with the knowledge and understanding needed for them to be able to promote children’s learning, and also to introduce the value of play as a vehicle for learning for children of different ages, stages and abilities. The focus is from 0 to 8 years of age.
Those who work in the Children’s Care, Learning and Development sector need to understand how children develop and learn in order to ensure that they work with them effectively and maximise individual potential. The unit initially enables learners to develop an understanding of theoretical perspectives of development and learning that impact on current practice and provision.
In children’s care, learning and development, play is regarded as fundamental to a child’s wellbeing and subsequent development. It is also a subject that promotes a lot of discussion and debate amongst practitioners.
In this unit, learners will develop knowledge and understanding of the nature and value of play and the processes of planning, preparing, implementing and evaluating play and learning activities. The role of the adult in all aspects of the provision of play and learning experiences for young children is also considered.
The concept and value of play is further explored in Unit 31: Introduction to Playwork, Unit 32: The Playwork Environment and Unit 33: Self-directed Play.
This unit will be useful for those learners who plan to work with young children in an education and/or care setting, to enable them to provide appropriate play and learning experiences for children and promote their holistic development.
Learning outcomes
On completion of this unit a learner should:
1 Understand the major theories of how children develop and learn
2 Understand the role of play in the development of children
3 Understand the role of the adult in all aspects of the provision and implementation of play and learning activities for children
4 Know how to identify and promote learning opportunities for children aged from 0 to 8 years of age
5 Be able to plan, implement and evaluate learning activities for children aged from 0 to 8 years of age
6 Be able to provide play situations for children.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 10
6
Exem
plar
pro
gram
me
of le
arni
ng
Not
e: A
s th
is u
nit
requ
ires
90
teac
hing
hou
rs,
each
ses
sion
bel
ow is
bas
ed o
n 7.
5 ho
urs
of t
each
ing
whi
ch y
ou s
houl
d sp
lit in
to m
ore
than
one
se
ssio
n.
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
1 In
trod
uce
the
unit
.
Dev
elop
men
t an
d le
arni
ng:
impo
rtan
ce o
f ne
uros
cien
ce a
nd
brai
n st
udie
s; f
acto
rs t
hat
may
in
flue
nce
deve
lopm
ent
and
lear
ning
, eg
tim
ing,
set
ting
s,
gene
tics
, en
viro
nmen
t, h
ealt
h fa
ctor
s, s
uppo
rt.
Giv
e ou
t an
d di
scus
s th
e un
it
cont
ent.
Lect
ure
and
deve
lopm
ent
and
lear
ning
.
Giv
e ou
t ta
sk 1
and
dis
cuss
, gi
ving
le
arne
rs a
han
d in
dat
e.
P1,
M1,
D1
Copi
es o
f th
e un
it c
onte
nt
for
lear
ners
.
Copi
es o
f ta
sk 1
for
lear
ners
.
Not
es o
n de
velo
pmen
t an
d le
arni
ng.
OH
P an
d/or
Pow
erPo
int.
2 M
ajor
the
orie
s: n
atur
e/nu
rtur
e de
bate
; tr
ansm
issi
on m
odel
s of
le
arni
ng —
Pav
lov
and
Skin
ner;
‘l
aiss
ez-f
aire
’ vi
ews;
con
stru
ctiv
ist
view
— P
iage
t; s
ocia
l-co
nstr
ucti
vist
vie
ws
— V
ygot
sky
and
Brun
er;
adva
ntag
es/
disa
dvan
tage
s of
eac
h m
odel
; lin
ks
to c
urre
nt r
esea
rch.
Lect
ure
on m
ajor
the
orie
s of
le
arni
ng,
to in
clud
e so
me
prac
tica
l ex
ampl
es,
vide
o fo
otag
e an
d/or
ph
otog
raph
s.
P1,
M1,
D1
Not
es o
n m
ajor
the
orie
s of
le
arni
ng w
ith
poss
ible
vis
ual
foot
age,
pho
togr
aphs
and
pr
acti
cal e
lem
ents
.
OH
P or
Pow
erPo
int.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 10
7
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
3 H
ow c
hild
ren
lear
n: e
g fi
rst-
hand
ex
peri
ence
s, t
hrou
gh p
lay,
bei
ng
acti
ve,
usin
g la
ngua
ge,
stim
ulat
ion,
wor
king
wit
h ot
hers
, do
ing
mea
ning
ful a
ctiv
itie
s,
feel
ing
secu
re,
appr
opri
ate
adul
t in
terv
enti
on,
lear
ning
to
lear
n.
Infl
uenc
e on
: th
e or
gani
sati
on o
f th
e ea
rly
year
s en
viro
nmen
t;
reso
urce
s; t
he r
ole
of t
he a
dult
an
d th
eir
inte
ract
ion
wit
h th
e ch
ild.
Shor
t le
ctur
e on
how
chi
ldre
n le
arn.
Vide
o/D
VD —
lear
ners
to
obse
rve
child
ren
and
then
dis
cuss
how
the
y fe
el t
hey
are
lear
ning
.
Visi
t to
a lo
cal n
urse
ry s
choo
l to
take
no
tes.
Enc
oura
ge le
arne
rs t
o ob
serv
e th
e en
viro
nmen
t, t
he r
esou
rces
and
th
e ro
le o
f th
e ad
ult.
P1,
M1,
D1
Lect
ure
note
s on
how
ch
ildre
n le
arn.
Vide
o/D
VD w
ith
clip
s of
ch
ildre
n le
arni
ng.
Opp
ortu
nity
to
visi
t a
loca
l nu
rser
y or
sch
ool.
4 N
atur
e of
pla
y: d
efin
itio
ns o
f pl
ay;
mot
ivat
iona
l val
ue o
f pl
ay;
cult
ural
var
iati
ons.
Stag
es o
f pl
ay:
how
the
y re
late
to
deve
lopm
enta
l sta
ges,
eg
solit
ary,
pa
ralle
l, c
oope
rati
ve,
com
peti
tive
.
Lect
ure
on n
atur
e of
pla
y an
d st
age
of p
lay,
wit
h op
port
unit
ies
for
disc
ussi
on.
Han
dout
to
be g
iven
to
lear
ners
.
Set
task
2 a
nd d
iscu
ss t
he h
and
in
date
.
P2,
M2
Use
of
OH
P or
Pow
erPo
int.
Lect
ure
note
s on
nat
ure
of
play
and
sta
ges
of p
lay.
Poss
ible
han
dout
on
the
abov
e it
ems.
Copi
es o
f ta
sk 2
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 10
8
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
5 Ty
pes
of p
lay
acti
viti
es a
nd
lear
ning
exp
erie
nces
: fr
ee/s
pont
aneo
us;
stru
ctur
ed/p
lann
ed;
free
-flo
w;
ther
apeu
tic;
com
bini
ng t
ypes
of
play
; M
oyle
s’s
play
spi
ral;
ex
tens
ion
of p
lay
oppo
rtun
itie
s;
imag
inat
ive;
cre
ativ
e; e
xpre
ssiv
e;
sens
ory;
exp
lora
tory
; so
cial
; fa
ntas
y; d
ram
atic
; lo
com
otor
; m
aste
ry;
soci
o-dr
amat
ic;
sym
bolic
; ob
ject
; te
chno
logi
cal/
inve
stig
ativ
e, e
g us
e of
IT e
quip
men
t, m
aths
, sc
ienc
e an
d th
e en
viro
nmen
t.
Role
of
play
: ph
ysic
al
deve
lopm
ent,
eg
gros
s m
otor
sk
ills,
fin
e m
otor
ski
lls;
deve
lopm
ent
of e
arly
lear
ning
, eg
la
ngua
ge,
unde
rsta
ndin
g of
the
w
orld
; em
otio
nal d
evel
opm
ent;
so
cial
dev
elop
men
t; t
hera
peut
ic;
deve
lopm
ent
of im
agin
atio
n an
d cr
eati
vity
.
Clas
s di
scus
sion
on
diff
eren
t ty
pes
of
play
act
ivit
ies.
Lea
rner
s to
sha
re t
he
idea
s th
ey h
ave
seen
in p
lace
men
ts.
In g
roup
s, p
lan
a pl
ay a
ctiv
ity.
Lect
ure
on t
ypes
of
play
and
lear
ning
ex
peri
ence
s.
In g
roup
, di
scus
s th
e ro
le o
f pl
ay.
Shar
e th
ese
idea
s w
ith
the
rest
of
the
clas
s. E
ncou
rage
lear
ners
to
thin
k ab
out
phys
ical
dev
elop
men
t, e
g gr
oss
mot
or s
kills
, fi
ne m
otor
ski
lls;
deve
lopm
ent
of e
arly
lear
ning
, eg
la
ngua
ge,
unde
rsta
ndin
g of
the
w
orld
; em
otio
nal d
evel
opm
ent;
soc
ial
deve
lopm
ent;
the
rape
utic
; de
velo
pmen
t of
imag
inat
ion
and
crea
tivi
ty.
P2,
M2
Use
of
OH
P an
d Po
wer
Poin
t.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 10
9
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
6 Ro
le:
iden
tify
ing
and
prom
otin
g pl
ay a
nd le
arni
ng o
ppor
tuni
ties
; un
ders
tand
ing
rele
vant
cur
ricu
lum
re
quir
emen
ts;
usin
g a
bala
nce
of
acti
viti
es;
inte
grat
ed a
ppro
ach;
pl
anni
ng;
prep
arin
g; h
ealt
h an
d sa
fety
; im
plem
enti
ng;
prov
idin
g en
cour
agem
ent;
inte
rven
ing
as
requ
ired
; pr
ovid
ing
stim
ulat
ion;
bu
ildin
g co
nfid
ence
and
sel
f-es
teem
; in
clus
ion;
dif
fere
ntia
tion
; ex
tens
ion
of a
ctiv
itie
s; o
bser
ving
; m
onit
orin
g; e
valu
atin
g;
com
mun
icat
ing
wit
h ch
ildre
n an
d th
eir
fam
ilies
; in
divi
dual
lear
ning
pr
ogra
mm
es.
Plan
ning
and
pre
para
tion
: en
viro
nmen
t, r
esou
rces
, in
volv
ing
child
ren,
dis
cuss
ion
wit
h ot
her
adul
ts,
heal
th a
nd s
afet
y, u
se o
f ev
eryd
ay r
outi
nes
to e
nhan
ce
lear
ning
.
Vide
o/D
VD o
n ob
serv
ing
play
si
tuat
ions
and
dis
cuss
ing
how
the
y pr
omot
e le
arni
ng.
Anot
her
visi
t to
loca
l nur
sery
or
scho
ol t
o ob
serv
e pl
ay a
nd h
ow it
is
prom
otin
g le
arni
ng.
In g
roup
s, le
arne
rs t
o th
ink
abou
t an
d di
scus
s th
e pl
anni
ng a
nd p
repa
rati
on
for
the
play
act
ivit
ies
they
hav
e ob
serv
ed,
on t
he v
ideo
, in
the
set
ting
vi
site
d an
d in
pla
cem
ent.
Lect
ure
• ed
ucat
ion
fram
ewor
k
• pl
anni
ng —
sho
rt,
med
ium
and
lo
ng t
erm
pla
nnin
g.
Set
task
3 a
nd d
iscu
ss t
he
pres
enta
tion
s (S
essi
on 8
).
P3,
P4,
M3
Vide
o/D
VD o
f ch
ildre
n pl
ayin
g.
Opp
ortu
nity
to
visi
t a
diff
eren
t lo
cal n
urse
ry o
r sc
hool
.
Not
es o
n th
e ed
ucat
ion
fram
ewor
k an
d lo
ng,
med
ium
an
d sh
ort
term
pla
nnin
g.
Copi
es o
f ta
sk 3
for
lear
ners
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
0
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
Su
ppor
ting
ear
ly l
earn
ing:
ear
ly
educ
atio
n fr
amew
ork
links
in h
ome
coun
try;
pro
mot
ing
key
conc
epts
, sk
ills,
att
itud
es a
nd k
now
ledg
e ac
ross
all
curr
icul
um a
reas
; id
enti
fyin
g le
arni
ng a
ims
and
obje
ctiv
es;
inte
grat
ed a
ppro
ach;
in
clus
ion;
ant
i-di
scri
min
ator
y pr
acti
ce.
Plan
ning
act
ivit
ies
to s
uppo
rt
earl
y le
arni
ng:
shor
t, m
ediu
m a
nd
long
ter
m p
lann
ing;
tak
ing
into
ac
coun
t in
divi
dual
nee
ds,
eg
diff
eren
t le
arni
ng
styl
es/p
refe
renc
es,
indi
vidu
al
spec
ific
nee
ds,
diff
eren
tiat
ion;
im
port
ance
of
obse
rvat
ion;
use
of
diff
eren
t ty
pes
of p
lay
as a
veh
icle
fo
r le
arni
ng;
use
of IC
T;
invo
lvem
ent
of c
hild
ren,
par
ents
, fa
mili
es a
nd e
xter
nal e
xper
tise
; av
aila
bilit
y of
res
ourc
es.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
1
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
7 Ex
tens
ion
of a
ctiv
itie
s: in
res
pons
e to
and
val
uing
chi
ldre
n’s
idea
s in
th
e de
velo
pmen
t an
d ex
tens
ion
of
plan
ned
and
spon
tane
ous
acti
viti
es;
unde
rsta
ndin
g of
de
velo
pmen
tal s
tage
and
fa
cilit
atio
n of
dev
elop
men
t to
the
ne
xt s
tage
; im
port
ance
of
obse
rvat
ion;
impo
rtan
ce o
f in
clus
ion.
Mon
itor
ing
stra
tegi
es:
eg h
ow t
o se
t an
d us
e cr
iter
ia f
or m
onit
orin
g an
d ev
alua
ting
, do
cum
enta
tion
, di
scus
sion
wit
h co
lleag
ues,
lear
ner
eval
uati
on,
child
obs
erva
tion
, m
onit
orin
g of
par
tici
pati
on a
nd
lear
ning
, m
onit
orin
g an
d ev
alua
tion
of
child
ren’
s en
joym
ent,
rea
ctio
ns a
nd
resp
onse
s, r
efle
ctin
g on
ow
n pr
acti
ce.
Mon
itor
ing:
lear
ning
; pa
rtic
ipat
ion;
for
mat
ive
asse
ssm
ent;
sum
mat
ive
asse
ssm
ent;
the
ass
essm
ent
proc
ess
— w
ho,
whe
re,
whe
n,
how
; lin
ks t
o pl
anni
ng;
eval
uati
on.
Visi
ting
spe
aker
s, f
orm
tw
o di
ffer
ent
sett
ing,
(po
ssib
ly a
nur
sery
man
ager
an
d a
teac
her
from
a s
choo
l) t
o di
scus
s:
• ac
tivi
ties
and
how
to
exte
nd
them
• m
onit
orin
g st
rate
gies
• m
onit
orin
g le
arni
ng.
Set
task
4 a
nd d
iscu
ss a
han
d in
dat
e.
Lear
ners
to
obse
rve
and
if p
ossi
ble
obta
in c
opie
s of
dif
fere
nt f
orm
s of
pl
anni
ng u
sed
at t
heir
pla
cem
ent,
w
hich
we
will
use
in t
he n
ext
sess
ion.
P3,
P4,
M3
Visi
ting
spe
aker
s, f
orm
tw
o di
ffer
ent
sett
ing,
(po
ssib
ly a
nu
rser
y m
anag
er a
nd a
te
ache
r fr
om a
sch
ool)
.
Copi
es o
f ta
sk 4
for
the
le
arne
rs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
2
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
8 Le
arne
r pr
esen
tati
ons
Plan
ning
and
pre
para
tion
: pl
anni
ng w
ithi
n a
them
atic
and
no
n-th
emat
ic f
ram
ewor
k; e
nsur
ing
child
ren
can
prog
ress
wit
hin
a gi
ven
curr
icul
um a
rea;
ens
urin
g th
at t
he r
ange
of
child
ren’
s de
velo
pmen
tal a
nd s
peci
fic
indi
vidu
al n
eeds
are
jud
ged
real
isti
cally
; pl
anni
ng a
nd
prep
arat
ion
of p
hysi
cal a
nd h
uman
re
sour
ces;
use
of
ICT;
con
sult
ing
wit
h st
aff,
chi
ldre
n an
d fa
mili
es a
s ap
prop
riat
e; in
clus
ion;
di
ffer
enti
atio
n.
Pres
enta
tion
s (T
ask
3)
Lect
ure
on p
lann
ing
and
prep
arat
ion,
w
ith
a po
ssib
le v
isit
ing
spea
ker
from
a
plac
emen
t se
ttin
g to
dis
cuss
the
ir
met
hods
of
plan
ning
. Sh
arin
g pl
anni
ng e
xam
ples
fro
m p
lace
men
ts.
P3,
M3,
P5
OH
P an
d/or
Pow
erPo
int.
Lect
ure
— P
lann
ing
and
prep
arat
ion.
Poss
ible
vis
itin
g sp
eake
r fr
om a
pla
cem
ent
sett
ing.
Plan
ning
exa
mpl
es f
rom
a
vari
ety
of s
etti
ngs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
3
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
9 Ro
le i
n fo
rmal
lea
rnin
g: e
g lit
erac
y, m
athe
mat
ics,
sci
ence
, IC
T, k
now
ledg
e an
d un
ders
tand
ing
of t
he w
orld
.
Enco
mpa
ss d
iver
sity
: op
port
unit
ies
for
child
ren
to e
xten
d th
eir
expl
orat
ions
and
und
erst
andi
ng o
f th
e w
ider
wor
ld a
nd t
here
fore
ph
ysic
al,
soci
al a
nd c
ultu
ral
sett
ings
bey
ond
thei
r im
med
iate
ex
peri
ence
; pr
omot
ing
equa
lity
of
oppo
rtun
ity;
incl
usio
n;
deve
lopm
ent
of a
nti-
disc
rim
inat
ory
prac
tice
and
po
siti
ve a
ttit
udes
.
Impl
emen
tati
on:
inte
rper
sona
l sk
ills;
obs
erva
tion
ski
lls;
mon
itor
ing
of c
hild
ren’
s ac
tivi
ties
; aw
aren
ess
of w
hen
to in
terv
ene;
in
volv
emen
t of
chi
ldre
n in
all
aspe
cts
incl
udin
g cl
eari
ng a
way
an
d ti
dyin
g; a
war
enes
s of
hea
lth
and
safe
ty.
Gro
up w
ork
to d
iscu
ss t
he r
ole
of p
lay
and
lear
ning
act
ivit
ies
in f
orm
al
lear
ning
. Le
arne
rs s
hare
and
dis
cuss
th
ese
idea
s w
ith
the
rest
of
the
clas
s.
Lect
ure
on t
he s
uppo
rt w
orke
rs r
ole
in f
orm
al le
arni
ng.
Lect
ure
on e
ncom
pass
ing
dive
rsit
y an
d im
plem
enta
tion
.
Set
task
5 a
nd d
iscu
ss t
he h
and
in
date
.
P5
Lect
ure
note
s —
The
rol
e of
pl
ay a
nd le
arni
ng a
ctiv
itie
s in
for
mal
lear
ning
.
Lect
ure
note
s —
En
com
pass
ing
dive
rsit
y an
d Im
plem
enta
tion
.
Copi
es o
f ta
sk 5
for
the
le
arne
rs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
4
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
10
Eval
uati
on:
mon
itor
ing
stra
tegi
es;
use
of o
bser
vati
on;
com
mun
icat
ing
wit
h re
leva
nt o
ther
s; c
onsi
deri
ng
stre
ngth
s an
d w
eakn
esse
s;
cons
ider
ing
the
valu
e an
d be
nefi
ts
for
child
ren;
con
side
ring
fur
ther
de
velo
pmen
t to
ext
end
child
ren’
s le
arni
ng a
nd d
evel
opm
ent;
im
prov
emen
ts f
or t
he f
utur
e;
refl
ecti
ng o
n ow
n pr
acti
ce;
role
of
the
adul
t.
Play
sit
uati
ons:
str
uctu
red;
fre
e.
Plan
ning
and
pre
para
tion
: ph
ysic
al
and
hum
an r
esou
rces
; co
nsul
ting
w
ith
staf
f, c
hild
ren
and
fam
ilies
as
appr
opri
ate;
incl
usio
n.
Lect
ure/
or p
ossi
ble
visi
ting
spe
aker
to
dis
cuss
— E
valu
atin
g: m
onit
orin
g st
rate
gies
; us
e of
obs
erva
tion
; co
mm
unic
atin
g w
ith
rele
vant
oth
ers;
co
nsid
erin
g st
reng
ths
and
wea
knes
ses;
con
side
ring
the
val
ue
and
bene
fits
for
chi
ldre
n; c
onsi
deri
ng
furt
her
deve
lopm
ent
to e
xten
d ch
ildre
n’s
lear
ning
and
dev
elop
men
t;
impr
ovem
ents
for
the
fut
ure;
re
flec
ting
on
own
prac
tice
; ro
le o
f th
e ad
ult.
Lect
ure
— P
lay
situ
atio
ns:
stru
ctur
ed;
free
. Pl
anni
ng a
nd
prep
arat
ion:
phy
sica
l and
hum
an
reso
urce
s; c
onsu
ltin
g w
ith
staf
f,
child
ren
and
fam
ilies
as
appr
opri
ate;
in
clus
ion.
Set
task
6 a
nd d
iscu
ss t
he h
and
in
date
.
P5,
P6,
M4,
D2
Lect
ure
note
s: E
valu
atin
g.
Poss
ible
vis
itin
g sp
eake
r.
Lect
ure
note
s —
Pla
y si
tuat
ions
: st
ruct
ured
; fr
ee.
Plan
ning
and
pre
para
tion
: ph
ysic
al a
nd h
uman
re
sour
ces;
con
sult
ing
wit
h st
aff,
chi
ldre
n an
d fa
mili
es
as a
ppro
pria
te;
incl
usio
n.
Copi
es o
f ta
sk 6
for
the
le
arne
rs.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 11
5
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
11
Type
s of
pla
y ac
tivi
ties
: eg
im
agin
ativ
e, c
reat
ive,
exp
ress
ive,
se
nsor
y, e
xplo
rato
ry,
loco
mot
or,
fant
asy.
Revi
ew:
eval
uate
pla
y si
tuat
ion
set
up;
role
of
the
adul
t.
In g
roup
s pl
an a
pla
y si
tuat
ion
whi
ch
enco
urag
es a
chi
ld t
o be
:
• im
agin
ativ
e
• cr
eati
ve
• ex
pres
sive
• ex
plor
ator
y.
Shar
e th
ese
idea
s w
ith
the
rest
of
the
clas
s. L
earn
ers
shou
ld b
e en
cour
aged
to
tak
e no
tes.
The
tut
or s
houl
d as
k qu
esti
ons
to e
xten
d th
e le
arni
ng
taki
ng p
lace
dur
ing
this
act
ivit
y.
Lect
ure
— H
ow t
o re
view
and
ev
alua
te a
pla
y si
tuat
ion,
wit
h ha
ndou
t.
P6,
M4,
D2
Larg
e sh
eets
of
pape
r an
d pe
ns.
Lect
ure
note
s —
How
to
revi
ew a
nd e
valu
ate
a pl
ay
situ
atio
n, w
ith
hand
out.
12
Ti
me
to c
ompl
ete
the
assi
gnm
ent
task
s an
d di
scus
s an
y is
sues
wit
h le
ctur
er b
efor
e ha
ndin
g in
.
All
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
116
Sample assessment activity
Task 1
In an essay format, describe the ways in which children learn, with reference to the majors theories of learning. (P1)
Extend your description into an explanation, using examples from your placements which link to your explanations. (M1)
Continue to use your examples from placement to evaluate the theories of learning you have already described. Compare them and consider their strengths and weaknesses. Use and include observations from your placements to reinforce your arguments. (D1)
Task 2
Design a poster, (minimum size A3) which describes the value of play in children’s development. Use examples you have observed in placements to help with your descriptions. (P2)
Also on your poster use your examples from placements to stretch your descriptions into explanations. (M2)
Task 3
Answer the following question in the form of a 10 minute presentation:
What is the role of the adult in all aspects of provision and implementation of play and learning activities for children? (P3)
You will need to include you research notes, which will be marked along with the presentation.
Either during your presentation or as a separate piece of work use examples from placements which show you have observed the role of the adult in detail and explained this role. (M3)
Task 4
Make a scrapbook called, ‘How Early Years Settings Provide Learning Opportunities for Children’. (P4)
It should have three sections:
• Section 1: How Early Years Settings Provide Learning Opportunities for Children 0-3 years old
• Section 2: How Early Years Settings Provide Learning Opportunities for Children 3-5 years old
• Section 3: How Early Years Settings Provide Learning Opportunities for Children 5-8 years old.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
117
In each of the sections you need to include evidence of how early years settings provide learning opportunities for children.
Your evidence may be in the form of:
• written accounts
• observations- with permission
• photographs- with permission
• evaluations of activities etc
• interviews with staff, parents, children — with permission.
It is likely that the information needed for this task will be collected over the duration of the course, to ensure learners have the opportunity to observe the full age range 0-8 years before completing the task.
Task 5
Plan and carry out two separate activities in your placement. (P5)
Your plans should include:
• curriculum area
• range of children’s age
• specific individual needs
• physical and human resources required
• use of ICT
• permission to carry out the activity (signature from your supervisor)
• differentiation (how you could adapt your activity for different age ranges or stages of development)
• inclusion
• how your activity links to literacy, mathematics and science
• opportunities for children to extend and explore the wider world
• area of development it supports and how
• health and safety issues — anything to be aware of
• evaluation — strengths, weaknesses, value and benefits to the children, how you could further develop the activity to extend children’s learning, improvements for the future and a reflection of your own practice.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
118
Task 6
In your work placement, set up and review two different play situations. These may be free or structured play situations. (P6)
Your plan should include:
• physical and human resources required
• permission from supervisor
• inclusion — how you will ensure all children can be included.
Your play situations may be imaginative, creative, expressive, sensory, exploratory, fantasy etc.
Links to Task 5 and 6
Explain the value of the two activities and the two play situations you carried out. (M4)
Evaluate the two activities and play situations you carried out, with reference to theories of learning. You will need to also consider the strengths and weaknesses of each in terms of the proposed outcomes and the development and learning of the children. (D2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
119
Resource list
The following resources are considered essential for the delivery of this unit:
• an appropriately qualified tutor
• work experience placements
• library resources with key texts and other reference materials.
In addition, the following resources are considered to be highly valuable:
• videos/DVDs
• photographs.
Indicative reading for learners
There are many resources available to support this unit. Some examples are below.
Books
Bee H — The Developing Child (Allyn and Bacon, 2003) ISBN 0205494099
Bruce T — Learning through Play (Hodder Arnold, 2001) ISBN 0340801522
Bruce T — Cultivating Creativity (Hodder Arnold, 2004) ISBN 0340814675
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Green S — BTEC National Children’s Care, Learning and Development Book 1 (Nelson Thornes, 2007) ISBN 09780748781973
Lindon J — Understanding Child Development (Hodder Arnold, 2005) ISBN 0340886692
Meggitt C — Child Development: An Illustrated Guide (Heinemann, 2006) ISBN 0435420488
Peacock S — BTEC National Children’s Care, Learning and Development Assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Squire G — BTEC National Children’s Care, Learning and Development learner book (Heinemann, 2007) ISBN 97804365499099
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development Candidate Handbook (Heinemann, 2006) ISBN 9780435499179
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
Website
www.sirenfilms.co.uk Siren Film and Video Ltd
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
120
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
121
Unit 10: Promoting Wellbeing and Resilience in Children
NQF Level 3: BTEC national
Guided learning hours: 30
Unit abstract
Understanding the everyday needs of children and young people in terms of emotional health and wellbeing is at the very heart of work with in the children’s care, learning and development sector.
This unit enables learners to gain understanding of factors that contribute to the development of positive self-esteem, including strategies that encourage children to sustain a positive approach in their lives.
Initially learners will consider the importance of providing an emotionally secure, yet challenging environment for children. They will then explore the development of children’s self-reliance, self esteem and emotional resilience and how this development may be encouraged.
The unit is intended to contribute to the underpinning knowledge required for CCLD 308: Promote Children’s wellbeing and resilience of the National Occupational Standards in Children’s Care, Learning and Development.
Learning outcomes
On completion of this unit a learner should:
1 Understand how to provide a supportive and challenging environment
2 Understand factors affecting the development of children’s self reliance, self esteem and emotional resilience
3 Understand how to encourage children’s self reliance, self esteem and resilience.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 12
2
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk e
g P1
, P2
Re
sour
ces
requ
ired
1 A
supp
orti
ve e
nvir
onm
ent.
Und
erst
andi
ng a
ge a
nd s
tage
of
dev
elop
men
t in
ter
ms
of
the
self
est
eem
and
sel
f-re
lianc
e.
Tem
pera
men
t an
d pe
rson
alit
y.
Que
stio
nnai
res
devi
sed
by le
arne
rs
for
othe
r le
arne
rs a
nd s
taff
to
asce
rtai
n ho
w s
elf
relia
nce,
sel
f es
teem
and
em
otio
nal r
esili
ence
is
best
pro
mot
ed (
self
ref
lect
ion
and
anal
ysis
of
stra
tegi
es).
P1,
M1,
D1
(Tas
k 1-
3)
Text
book
: ‘U
nder
stan
ding
Chi
ld
Dev
elop
men
t’,
Jenn
ie L
inde
n (s
ee in
dica
tive
rea
ding
for
le
arne
rs)
Inte
rnet
— s
ee w
ebsi
tes
Vide
o/D
VD m
ater
ial
2 M
anag
ing
and
cont
rolli
ng o
wn
feel
ings
and
tho
se o
f ot
hers
—
posi
tive
beh
avio
ur s
trat
egie
s.
Man
agem
ent
of c
halle
ngin
g be
havi
our
to p
rote
ct t
he s
elf
este
em.
Div
ersi
ty a
nd r
ight
s.
Usi
ng c
ase
stud
ies
and
exam
ples
fr
om o
bser
vati
on in
ow
n w
orkp
lace
to
eva
luat
e th
e be
st m
etho
ds o
f pr
omot
ing
posi
tive
beh
avio
ur a
nd
man
agin
g ch
alle
ngin
g be
havi
our.
Smal
l the
n w
hole
gro
up d
iscu
ssio
n.
P1,
M1,
D1
(Tas
k 1-
3)
Child
obs
erva
tion
s
Text
: H
obar
t/Fr
anke
l; ‘
A Pr
acti
cal G
uide
to
Child
O
bser
vati
ons
and
Asse
ssm
ents
’
Case
stu
dies
3 Pl
anni
ng a
ctiv
itie
s to
en
cour
age
liste
ning
, re
spon
ding
, sh
arin
g, c
o-op
erat
ion
and
nego
tiat
ion.
Tuto
r gu
idan
ce o
n w
riti
ng a
ctiv
itie
s th
at a
re li
nked
to
pers
onal
, so
cial
an
d em
otio
nal d
evel
opm
ent.
Dis
cuss
ion
on h
ow t
o ob
serv
e ef
fect
s of
pla
nnin
g, e
valu
atin
g an
d ad
just
ing
met
hods
.
Lect
ure
on p
lann
ing
for
indi
vidu
al
need
s.
P2,
M2,
D2
Vide
o/D
VD/b
ooks
— s
ee li
st
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 12
3
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk e
g P1
, P2
Re
sour
ces
requ
ired
4 Se
ttin
g ch
alle
nges
in t
he
envi
ronm
ent.
Dev
elop
men
tally
app
ropr
iate
ac
tivi
ties
.
Risk
ass
essi
ng in
line
wit
h or
gani
sati
onal
pol
icy.
Bala
ncin
g ri
sky
play
and
the
ne
ed f
or s
uper
visi
on.
Lect
ure
on p
hysi
cal p
lay
plan
s, u
se
of e
quip
men
t an
d th
e se
ttin
g ou
t of
ac
tivi
ties
and
pla
y id
eas.
Gro
up d
iscu
ssio
n on
how
to
risk
as
sess
and
mon
itor
chi
ldre
n’s
appr
oach
es t
o ch
alle
nges
and
ris
ky
play
. G
roup
s co
uld
disc
uss
case
st
udie
s.
Met
hods
to
supp
ort
child
ren
to
man
age
risk
s fo
r th
emse
lves
(sm
all
grou
p w
ork)
.
P3,
M2,
M3,
D3
Form
ats
to p
lan
play
and
co
nduc
t ri
sk a
sses
smen
ts
Case
stu
dies
of
play
set
ting
s
5 U
nder
stan
ding
the
orie
s of
em
otio
nal a
nd s
ocia
l de
velo
pmen
t.
Lect
ure
on d
iffe
rent
asp
ects
of
deve
lopm
ent
of c
hild
ren’
s se
lf
este
em,
self
rel
ianc
e an
d em
otio
nal
resi
lienc
e.
Stud
ents
in g
roup
s re
sear
ch a
sp
ecif
ic a
spec
t.
Pres
enta
tion
to
grou
p of
dif
fere
nt
theo
rist
s.
Gro
ups
prod
uce
a bo
okle
t fo
r pa
rent
s or
new
tea
cher
s.
P2,
M2,
D2
(pre
sent
atio
ns m
ay b
e pe
er
asse
ssed
)
Book
s
Web
site
s
Mat
eria
l for
pre
sent
atio
ns
6 M
oral
and
pro
-soc
ial
deve
lopm
ent
and
theo
ries
. U
se o
f ca
se s
tudi
es.
Smal
l gro
up r
esea
rch
proj
ect
and
feed
back
.
P2,
M2,
D2
Ove
rhea
d or
Pow
erPo
int
pres
enta
tion
s
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 12
4
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk e
g P1
, P2
Re
sour
ces
requ
ired
7 Fa
ctor
s af
fect
ing
self
rel
ianc
e,
self
est
eem
and
res
ilien
ce:
atta
chm
ents
, fa
mily
sup
port
, te
mpe
ram
ent,
tra
nsit
iona
l ev
ents
suc
h as
cha
ngin
g sc
hool
, lif
e ch
ange
s, ie
pu
bert
y/ad
oles
cenc
e; li
fe
even
ts s
uch
as d
ivor
ce,
bere
avem
ent,
mov
ing
hous
e.
Wor
king
s in
pai
rs o
r sm
all g
roup
s ex
plor
e ho
w t
hese
cha
nges
wou
ld
affe
ct c
hild
ren
at d
iffe
rent
age
s an
d as
indi
vidu
als.
P2,
M2,
D2
Text
: se
e in
dica
tive
rea
ding
; co
mpa
riso
ns w
ith
mile
ston
es
char
ts
8 St
rate
gies
to
enco
urag
e se
lf
relia
nce,
sel
f es
teem
and
re
silie
nce;
foc
used
att
enti
on,
non-
judg
emen
tal,
sup
port
ing
child
ren
to m
ake
own
choi
ces
and
deci
sion
s.
Rela
ting
to
the
acti
vity
pla
ns
(ses
sion
4),
lear
ners
mak
e no
tes
on
how
thi
s ca
n be
impl
emen
ted
and
obse
rved
.
Gue
st s
peak
er f
rom
an
earl
y ye
ars
sett
ing
on t
he p
ract
itio
ner’
s ro
le in
pr
omot
ing
this
, th
e us
e of
bod
y la
ngua
ge a
nd t
he v
erba
l lan
guag
e.
P3,
M3,
D3
Text
: se
e in
dica
tive
rea
ding
; ac
tivi
ty p
lann
ing
and
obse
rvat
ions
9 Su
ppor
ting
chi
ldre
n to
man
age
nega
tive
fee
lings
; fa
ilure
, an
ger,
dis
appo
intm
ent,
fr
ustr
atio
n.
In p
airs
or
smal
l gro
ups
plan
sc
enar
ios
for
othe
r gr
oups
(w
ith
thei
r ow
n id
eas
note
d).
Dis
cuss
and
com
pare
.
P3,
M3,
D3
DVD
/vid
eo
10
Supp
orti
ng c
hild
ren
to p
lay
co-
oper
ativ
ely
and
deve
lop
sens
itiv
ity
to t
he f
eelin
gs o
f ot
hers
.
Smal
l gro
ups
rese
arch
em
path
y,
com
mun
icat
ion
skill
s an
d eg
o-ce
ntri
sm.
Gro
ups
feed
back
to
who
le g
roup
.
P3,
M3,
D3
Case
stu
dies
Text
: se
e in
dica
tive
rea
ding
; em
otio
nal i
ntel
ligen
ce
Effe
ctiv
e co
mm
unic
atio
n sk
ills
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 12
5
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk e
g P1
, P2
Re
sour
ces
requ
ired
11
Polic
ies
and
nati
onal
fr
amew
orks
. Tu
tor
led
disc
ussi
on o
n in
corp
orat
ing
requ
irem
ents
for
bes
t pr
acti
ce a
nd r
ecor
ding
obs
erva
tion
s an
d ro
utin
es;
the
achi
evem
ents
of
indi
vidu
al c
hild
ren.
P3,
M3,
D3
The
Earl
y Ye
ars
Foun
dati
on
Stag
e pa
ck (
and
CD R
OM
)
12
Self
ass
essm
ent
and
eval
uati
on o
f th
e un
it.
Exam
ine
all e
valu
atio
ns o
f ac
tivi
ties
co
nduc
ted
in t
he s
etti
ng a
nd
eval
uate
the
lear
ner
role
in
prom
otin
g se
lf r
elia
nce,
sel
f es
teem
an
d em
otio
nal r
esili
ence
.
Re
flec
tive
Lea
rnin
g D
iary
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
126
Sample assessment activity
Observing the environment for the promotion of children’s wellbeing and resilience
Learning outcome: Understand how to provide a supportive and challenging environment.
Tasks
1) Make notes on the layout of the work setting to link with a plan of a children’s environment. (P1)
2) Describe the ways in which the environment helps to provide a supportive and challenging environment. (P1)
3) Use examples that you have observed and referring to your reading on self reliance and emotional resilience, explain the importance of this practice. (M1)
4) Evaluate three of these work practices in terms of providing a supportive and challenging environment for children. (D1)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
127
Resource list
Textbooks
Bee H — The Developing Child (Allyn and Bacon, 2003) ISBN 0205494099
Bruce T and Meggitt C — Child Care and Education (Hodder Arnold, 2006) ISBN 0340925396
Green S — BTEC National Children’s Care, Learning and Development Book 2 (Nelson Thornes, 2007) ISBN 097807488781980
Kamen T — Children’s Care, Learning and Development S/NVQ Level 3 (Hodder Arnold, 2007) ISBN 9780340929391
Linden J — Understanding Child Development (Hodder Arnold, 2005) ISBN 0340886692
Meggitt C — Child Development: An Illustrated Guide (Heinemann, 2006) ISBN 0435420488
Peacock S — BTEC National Children’s Care, Learning and Development assessment and Delivery Resource (Heinemann, 2007) ISBN 9780435499129
Tassoni P — S/NVQ Level 3 Children’s Care, Learning and Development Candidate Handbook (Heinemann, 2006) ISBN 9780435499179
Walker M — Children’s Care, Learning and Development NVQ 3 Candidate Handbook (Nelson Thornes, 2006) ISBN 0748796045
The Early Years Foundation Stage (pack with CD ROM) — available from DFES or downloadable from www.teachernet.gov.uk
Other websites
www.everychildmatters.gov.uk
www.playlink.org.uk
www.sirenfilms.co.uk
www.skillsforcareanddevelopment.org.uk
Journals
Children Now
Nursery World
Parents
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
128
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
129
Unit 21: Combined Science for the Early Years Practitioner: Life processes and Living Things
NQF Level 3: BTEC National
Guided learning hours: 30
Unit abstract
The aim of this unit is to enable learners to gain understanding of some of the principles of life processes and living things at a level appropriate to the programme.
Learners will initially explore life processes in relation to energy metabolism, including the anatomy and physiology of the three major body systems involved. They will then examine living things in terms of ecosystems, different types of nutrition and the significance of food chains/webs.
This unit will benefit those learners who require knowledge of science at Level 3, such as those intending to progress into teaching or paediatric nursing.
Learning outcomes
On completion of this unit a learner should:
1 Understand life processes in relation to energy metabolism in human beings
2 Understand living things.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
0
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
1 U
nder
stan
d lif
e pr
oces
ses
in
rela
tion
to
ener
gy
met
abol
ism
in h
uman
bei
ngs.
Ener
gy m
etab
olis
m:
anab
olis
m,
cata
bolis
m,
acti
viti
es in
volv
ed in
su
pply
ing
ener
gy t
o th
e ce
lls
of t
he b
ody
— r
oles
of
card
iova
scul
ar,
resp
irat
ory
and
dige
stiv
e sy
stem
s.
Rese
arch
res
pira
tion
and
oxy
gen
upta
ke.
IT in
tera
ctiv
e vi
deos
and
mak
ing
note
s.
P1,
M1
Pape
r, m
arke
rs a
nd m
ater
ials
to
pres
ent
fact
s
IT:
ww
w.b
bc.c
o.uk
/nat
ure/
scie
nce
2 Ca
rdio
vasc
ular
sys
tem
: he
art-
stru
ctur
e, c
ardi
ac
cycl
e, h
eart
rat
e, s
trok
e vo
lum
e, b
lood
pre
ssur
e,
bloo
d ve
ssel
s-ar
teri
es,
capi
llari
es,
vein
s, p
ulm
onar
y an
d sy
stem
ic c
ircu
lati
on;
stru
ctur
e an
d fu
ncti
ons
of
the
bloo
d.
Prac
tica
l: e
xerc
ise
and
taki
ng t
he
puls
e be
fore
and
aft
er a
nd c
hart
ing
resu
lts
of t
his
plus
bre
athi
ng r
ates
(s
mal
l gro
ups
perf
orm
ing
a va
riet
y of
ta
sks)
.
Com
pile
gra
phs
and
tim
e ho
w lo
ng it
is
befo
re h
eart
rat
e re
turn
s to
nor
mal
.
Use
of
an a
nato
mic
al t
orso
wit
h re
mov
able
par
ts,
ques
tion
she
ets.
Inte
ract
ive
vide
os/D
VD/i
nter
net.
P2,
M1
Spac
e in
whi
ch t
o ex
erci
se u
sing
a
vari
ety
of e
quip
men
t, e
g sk
ippi
ng r
opes
Inte
rnet
Vide
o/D
VD
Book
s
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
1
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
3 Re
spir
ator
y sy
stem
: ro
le o
f ai
r pa
ssag
es in
nos
e;
stru
ctur
e an
d fu
ncti
ons
of
trac
hea
and
lung
s-br
onch
ial
tree
, al
veol
i; r
espi
rato
ry
mus
cles
— in
terc
osta
l m
uscl
es,
diap
hrag
m;
vent
ilati
on,
gase
ous
exch
ange
, di
ffus
ion.
Smal
l gro
ups
rese
arch
eac
h as
pect
of
the
resp
irat
ory
syst
em.
Pres
enta
tion
as
role
pla
y w
ith
info
rmat
ion
card
s di
spla
yed.
Dev
isin
g ga
me
for
the
card
iova
scul
ar
and
resp
irat
ory
syst
em.
Expe
rim
ent
1: C
arbo
n di
oxid
e is
br
eath
ed in
to a
ir (
see
reso
urce
s).
P2,
M1
P2,
M1
Card
and
mat
eria
ls f
or
pres
enta
tion
Usi
ng c
onta
iner
s of
lim
e w
ater
—
exh
ale
thro
ugh
a m
outh
piec
e to
dem
onst
rate
tha
t th
e cl
oudy
w
ater
is c
alci
um c
arbo
nate
4 D
iges
tive
sys
tem
: al
imen
tary
ca
nal-
oeso
phag
us,
stom
ach,
du
oden
um,
ileum
, co
lon,
liv
er,
panc
reas
, sa
livar
y gl
ands
, ro
le o
f di
gest
ive
syst
em (
see
full
list
in t
he
indi
cati
ve c
onte
nt);
rol
e of
en
zym
es.
Indi
vidu
al r
esea
rch
or in
pai
rs,
each
as
pect
of
this
sys
tem
and
eit
her
desi
gn
a vi
sual
flo
w c
hart
of
an it
em o
f fo
od
or a
fri
eze.
Tuto
r in
put:
the
rol
e of
enz
ymes
.
P2,
M1,
D1
Inte
rnet
Mat
eria
ls f
or d
ispl
ay
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
2
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
5 M
ajor
pro
duct
s of
dig
esti
on:
pept
ides
and
am
ino
acid
s,
suga
rs,
glyc
erol
and
fat
ty
acid
s; r
oles
in t
he b
ody;
st
orag
e of
exc
ess
fats
and
ca
rboh
ydra
tes;
dea
min
atio
n of
exc
ess
prot
eins
and
fat
e of
the
end
pro
duct
s; r
ole
of
the
liver
and
kid
neys
.
Expe
rim
ent
2 (e
nzym
es in
sal
iva)
See
reso
urce
s.
Labe
l dia
gram
to
desc
ribe
the
ph
ysio
logy
of
this
sys
tem
, us
ing
card
s.
Que
stio
ns f
ollo
win
g ex
peri
men
t
1)
Whe
n th
e bl
ue-b
lack
col
our
disa
ppea
rs,
wha
t do
es t
his
indi
cate
?
2)
Nam
e th
e en
zym
e in
sal
iva.
3)
Why
was
the
re n
o co
lour
cha
nge
in
B.
4)
If t
he s
aliv
a ha
d be
en b
oile
d be
fore
be
ing
adde
d to
A w
hat
mig
ht t
he
resu
lt o
f th
e ex
peri
men
t be
? Ex
plai
n.
5)
Wha
t w
ould
hav
e be
en t
he r
esul
t if
hy
droc
hlor
ic a
cid
had
been
add
ed
to A
at
the
begi
nnin
g of
the
ex
peri
men
t? E
xpla
in.
P2,
M1,
D1
See
reso
urce
s lis
t: E
xper
imen
ts
(sch
eme
of w
ork)
.
Upt
ake
of s
tarc
h by
enz
yme.
Test
tub
es,
wat
er,
flou
r,
iodi
ne.
Labe
l 2 t
est
tube
s A
and
B.
Pour
wat
er t
o a
dept
h of
2 c
m
in e
ach.
Add
a pi
nch
of f
lour
to
each
.
Add
a dr
op o
f io
dine
to
each
, sh
ake
wel
l (bl
ue b
lack
col
our
pres
ent)
.
Colle
ct s
ome
saliv
a in
a b
eake
r an
d ad
d ab
out
1 cm
to
test
tu
be A
and
sha
ke w
ell.
Keep
the
tub
es in
a w
arm
pl
ace.
Exam
ine
colo
ur in
tes
t tu
be A
af
ter
a w
hile
(th
e bl
ue c
olou
r di
sapp
ears
as
star
ch is
tak
en u
p by
the
enz
yme
in s
aliv
a).
Post
car
d si
ze c
ards
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
3
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
6 Ab
sorp
tion
of
food
: in
to
bloo
d; in
to la
ctea
ls;
role
of
villi
and
mic
rovi
lli.
Lear
ners
to
draw
a t
hree
col
umn,
th
ree
row
tab
le:
Col.
1 =
Dig
esti
ve o
rgan
(ie
mou
th,
stom
ach,
sm
all i
ntes
tine
), t
he t
hree
ro
ws
Col.
2= E
nzym
es in
volv
ed
Col.
3 =
The
acti
on o
f en
zym
e on
foo
d
P1,
M1,
D1
Inte
rnet
Book
s
Inte
ract
ive
vide
o (w
ww
.bbc
.co.
uk/s
cien
ce)
7 U
nder
stan
d liv
ing
thin
gs.
Ecos
yste
ms:
pop
ulat
ions
, co
mm
unit
ies,
mic
roha
bita
ts,
eg w
oodl
and,
roc
k po
ols,
so
il, h
edge
row
s.
Prac
tica
l fie
ld w
ork:
Qua
drat
sam
ples
to
revi
ew o
rgan
ism
s w
ithi
n a
give
n ha
bita
t, e
g w
oodl
and,
fr
eshw
ater
pon
d or
str
eam
, a
gard
en,
a ro
ck p
ool o
r an
are
a of
gra
ssla
nd.
Stud
ents
pre
sent
fin
ding
s.
Tuto
r co
nsol
idat
es f
indi
ngs
and
rela
tes
to e
cosy
stem
s.
D2
Prac
tica
l fie
ld w
ork
8 N
utri
tion
: au
totr
ophi
c-pr
oduc
ers;
het
erot
roph
ic-
sapr
ophy
tic,
par
asit
ic,
mut
ualis
tic;
con
sum
ers;
he
rbiv
orou
s, c
arni
voro
us a
nd
omni
voro
us d
iets
; fo
od
chai
ns.
Dra
w d
iagr
ams
to e
xpla
in h
ow a
nim
als
and
plan
ts a
bsor
b en
ergy
and
labe
l.
Illus
trat
e an
abo
ve a
nd b
elow
gro
und
pict
oria
l gui
de t
o ex
plai
n ea
ch
nutr
itio
n ty
pe.
M2
Inte
rnet
res
earc
h
Book
s/im
ages
to
plan
dia
gram
s
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
4
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
9 Fo
od c
hain
s/w
ebs:
pr
oduc
ers-
phot
osyn
thes
is;
cons
umer
s; e
nerg
y tr
ansf
er
trop
hic
leve
ls,
pyea
ram
ids
of
num
bers
, bi
omas
s an
d en
ergy
.
Giv
e ex
ampl
es o
f th
e in
terd
epen
denc
e of
pla
nts
and
anim
als.
Des
crib
e th
e fo
ur f
ood
chai
ns in
a n
amed
ec
osys
tem
.
Dra
w a
nd la
bel d
iagr
ams
to s
how
the
di
ffer
ence
s be
twee
n a
food
cha
in a
nd
a fo
od w
eb.
Do
a py
eara
mid
of
num
bers
on
one
of
the
chai
ns.
Dis
cuss
whe
re e
nerg
y is
fl
owin
g to
and
whe
re it
is lo
st.
In f
ood
web
, st
uden
ts d
iscu
ss e
ffec
ts
of r
emov
ing
one
of t
he o
rgan
ism
s on
th
e fi
rst
trop
hic
leve
l on
the
dyna
mic
s of
the
web
esp
ecia
lly p
opul
atio
ns o
f ot
her
orga
nism
s.
P3,
M2
M
ater
ials
for
the
dia
gram
s
Book
s/te
xt f
or r
esea
rch
10
Recy
clin
g of
nut
rien
ts:
carb
on c
ycle
; ni
trog
en c
ycle
; ro
le o
f de
com
pose
rs.
Dra
w a
dia
gram
to
desc
ribe
the
rol
e of
de
com
pose
rs in
the
eco
syst
ems.
Expl
ain
the
inte
rrel
atio
nshi
ps b
etw
een
the
four
foo
d ch
ains
in t
he c
hose
n ec
osys
tem
s an
d co
nsid
er t
he p
oten
tial
im
pact
on
the
ecos
yste
m a
s a
who
le o
f th
e lo
ss o
f a
key
pred
ator
.
P4
11
Plan
ning
pre
sent
atio
n of
the
as
sign
men
t.
Inde
pend
ent
rese
arch
and
sm
all g
roup
pl
anni
ng t
o pr
esen
t fi
ndin
gs.
Doc
umen
t pl
anni
ng f
or s
elf
asse
ssm
ent.
D1
or D
2
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 13
5
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k eg
P1,
P2
Reso
urce
s re
quir
ed
12
Pres
enti
ng a
vis
ual d
ispl
ay.
Shor
t sm
all g
roup
pre
sent
atio
n to
cl
ass.
Peer
ass
essm
ent.
Po
wer
Poin
t if
des
ired
and
as
man
y vi
sual
pro
ps a
s po
ssib
le
plus
mat
eria
ls f
or e
xper
imen
t or
pra
ctic
al f
or t
he w
hole
cla
ss.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
136
Sample assessment activity
Task 1
Research the role of energy in the body to include energy metabolism; the activities involved in supplying energy to the cells of the body and the roles played by the cardiovascular, respiratory and digestive systems (written work). (P1)
Task 2
Prepare materials for a small group presentation: The role of the body systems in relation to energy metabolism. Think about visual props to help your presentation. Individually complete separate notes on the contribution to the work as a whole and each member has a role to verbally present part of the presentation. (P2), (M1)
Task 3
In order to achieve a distinction you must each use an example to explain how body systems interrelate with each other. (D1)
For a merit or distinction you will also need to add your source of information.
The rest of the group will assess your performance based on knowledge and effective communication of the physiology of the body in relation to energy.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
137
Resource list
• An appropriately qualified tutor
• Library resources with key texts and other reference materials
• Access to laboratory facilities for practical work
• Models of human torso, individual organs such as the heart and systems such as the respiratory system
• DVDs/videos
Indicative reading
Textbooks
Clancy J and McVicar A — Physiology and anatomy: A Homeostatic Approach (Hodder Arnold, 2002) ISBN 034076239X
Jones M and Jones G — AS Biology: Energy and the Environment (Collins, 2000) ISBN 0003277143
Myers B — The Natural sciences (Nelson Thornes, 2004) ISBN 0748785833
Shaw L — Anatomy and Physiology (Nelson Thornes, 2004) ISBN 0748785841
Stretch B — Core Themes in Health and Social Care (Heinemann, 2007) ISBN 9780435464257
Ward J, Clarke R W and Linden R — Physiology at a Glance (Blackwell publishing, 2005) ISBN 1405113286
Journals
Biological Science
New Scientist
Nursing Times
Websites
www.bbc.co.uk/science/humanbody
BBC resource pages on the human body and mind
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
138
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
139
Unit 31: Introduction to Playwork
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
The principles that underpin playwork practice differ from those that underpin practice in children’s care, learning and development and the realisation of this difference is the key to an initial understanding of playwork. Playwork occurs within specific organisations whose sole aim is children’s play, however it also occurs in settings that serve other functions. Therefore, central to understanding playwork is the context within which playworkers operate in terms of legislation and organisational policies and guidelines that affect practice.
Playwork theory provides the basis of practice and learners will gain an overview of the key elements of play theory. Learners will develop an understanding of theory based on how it applies to a work context.
This unit will provide an overview of the role of the practitioner. It will provide a foundation for understanding the sector, exploring key aspects such as the legislative framework, the playwork principles and will contextualise playwork within a theoretical and practical framework.
Learning outcomes
On completion of this unit a learner should:
1 Understand the principles and context of playwork
2 Know the legislative and organisational framework in which playwork operates
3 Understand the theoretical basis of playwork
4 Understand what makes an effective playwork practitioner.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
0
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
1 U
nder
stan
d th
e pr
inci
ples
of
play
wor
k.
How
adu
lts
can
adul
tera
te t
he
play
spa
ce.
The
impo
rtan
ce o
f ch
ildre
n’s
owne
rshi
p.
Smal
l gro
up w
ork,
eva
luat
ing
the
part
pla
yed
by a
dult
s in
var
ious
pl
ay t
ypes
and
dis
cuss
as
who
le
grou
p w
hen
play
is a
dult
erat
ed
and
how
to
avoi
d th
is in
pra
ctic
e.
Lear
ners
can
ref
er t
o ea
ch o
f th
e pr
inci
ples
and
val
ues
of p
layw
ork
in p
rese
ntin
g fe
edba
ck.
P1
Assi
gnm
ent
1
Skill
s Ac
tive
: Pl
ayw
ork
Prin
cipl
es a
nd V
alue
s.
Copi
es o
f Be
st P
lay
(dow
nloa
dabl
e fr
om
ww
w.n
cb.o
rg.u
k).
2 U
nder
stan
d th
e co
ntex
t:
The
fram
ewor
k of
pla
y, le
isur
e,
spor
t, r
ecre
atio
n an
d fi
tnes
s.
Whe
re p
lay
happ
ens
and
who
the
pr
ovid
ers
are
(aft
er-s
choo
l clu
bs,
holid
ay s
chem
es,
hosp
ital
pla
y,
pre-
scho
ol p
rovi
sion
).
Que
stio
n an
d an
swer
— w
hole
gr
oup
disc
ussi
on:
Why
do
peop
le n
eed
leis
ure
tim
e?
Why
do
child
ren
like
to p
lay?
How
dif
fere
nt is
the
pro
visi
on f
or
play
by
the
vari
ous
orga
nisa
tion
s?
Wha
t is
qua
lity
prov
isio
n?
P1,
M1
Assi
gnm
ent
1
Vide
o/D
VD.
Visi
ting
spe
aker
.
Text
on
diff
eren
t ty
pes
of
play
pro
visi
on o
n of
fer.
Inte
rnet
res
earc
h.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
1
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
3 Kn
ow t
he le
gisl
atio
n:
• H
uman
rig
hts
and
the
UN
Co
nven
tion
on
the
righ
ts o
f th
e ch
ild a
nd y
oung
peo
ple
• Eq
ualit
y an
d di
scri
min
atio
n
• Ra
ce R
elat
ions
• Se
xual
ity;
dis
abili
ties
; ge
nder
ri
ghts
• Ev
ery
Child
Mat
ters
(Ch
ildre
n Ac
t 20
04)
• Ch
ildre
n Ac
t 19
89
• Th
e Ca
re S
tand
ards
Act
200
0
• Sa
fegu
ardi
ng C
hild
ren
• H
ealt
h an
d Sa
fety
at
Wor
k
In p
airs
, le
arne
rs r
esea
rch
an a
ct
and
feed
back
to
the
who
le g
roup
w
ith
the
pres
enta
tion
of
a cl
ear
hand
out
and
ques
tion
s on
how
th
ese
acts
impa
ct p
rovi
sion
.
Who
le g
roup
dis
cuss
ion
of t
he
impa
ct o
f le
gisl
atio
n on
pla
ywor
k.
P3
Assi
gnm
ent
1
Inte
rnet
and
sum
mat
ion
of
curr
ent
acts
.
4 Kn
ow t
he o
rgan
isat
iona
l fr
amew
orks
:
Com
mon
pol
icie
s an
d pr
oced
ures
, eg
hea
lth
and
safe
ty,
beha
viou
r,
adm
issi
ons,
incl
usio
n, s
afeg
uard
ing
child
ren.
In s
mal
l gro
ups
and
give
n a
sett
ing,
lear
ners
dev
ise
suit
able
po
licie
s w
ith
refe
renc
e to
the
pr
inci
ples
and
val
ues
of p
layw
ork
and
‘Bes
t Pl
ay’.
Smal
l gro
ups
feed
back
, w
hole
gr
oup
disc
ussi
on.
P4
Assi
gnm
ent
1
Inte
rnet
and
sum
mat
ion
of
curr
ent
acts
.
Obs
erva
tion
s of
wor
k pl
acem
ents
.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
2
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
5 Kn
ow t
he o
rgan
isat
iona
l fr
amew
orks
:
Man
agem
ent
stru
ctur
es,
lead
ersh
ip s
tyle
s, r
oles
and
re
spon
sibi
litie
s, li
nks
and
rela
tion
ship
s to
loca
l pla
y po
licy,
pa
rtne
rshi
ps,
init
iati
ves
and
guid
ance
.
Role
pla
y:
The
man
agem
ent
of a
n af
ter-
scho
ol p
rovi
sion
.
Lear
ners
for
m t
wo
team
s,
dele
gati
ng r
oles
, re
spon
sibi
litie
s,
styl
es a
nd f
undi
ng m
anag
emen
t.
Plan
and
fee
dbac
k —
dis
cuss
in
term
s of
mee
ting
nat
iona
l age
ndas
fo
r qu
alit
y pl
ay p
rovi
sion
and
the
im
pact
on
the
child
ren
atte
ndin
g.
P4,
P6
M3
Assi
gnm
ent
1
Wor
k ex
peri
ence
s an
d re
sear
ch o
n m
anag
ing
play
pr
ovis
ion.
6 Th
e im
pact
of
sepa
rate
, se
greg
ated
, in
tegr
ated
and
in
clus
ive
play
pro
visi
on.
Div
ersi
ty is
sues
: ch
ildre
n of
di
ffer
ent
cult
ures
, ra
ce a
nd
lang
uage
. G
ende
r di
scri
min
atio
n,
child
ren
wit
h ph
ysic
al,
sens
ory
and
beha
viou
ral d
iffi
cult
ies.
Tuto
r in
put
on im
pact
of
dive
rsit
y of
set
ting
s.
Que
stio
n an
d an
swer
on
wha
t is
th
e im
pact
on
child
ren
who
are
se
greg
ated
or
disc
rim
inat
ed
agai
nst?
Tuto
r in
put
on im
pact
of
sett
ings
on
chi
ldre
n w
ith
phys
ical
, se
nsor
y an
d be
havi
oura
l dif
ficu
ltie
s.
Gro
up d
iscu
ssio
n —
how
can
se
ttin
gs b
e in
clus
ive?
M1
Assi
gnm
ent
1
Sum
mat
ion
of a
pol
icy
stat
emen
t on
equ
alit
y an
d di
vers
ity.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
3
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
7 Co
nsul
tati
on w
ith
child
ren
and
youn
g pe
ople
. In
pai
rs o
r sm
all g
roup
s, d
evis
e qu
esti
onna
ires
for
chi
ldre
n an
d yo
ung
peop
le t
o de
term
ine
thei
r ne
eds
and
wan
ts f
or p
lay
and
leis
ure
faci
litie
s.
Lear
ners
pre
sent
pro
fess
iona
lly
and
dist
ribu
te t
o ch
ildre
n an
d yo
ung
peop
le w
ith
perm
issi
on.
P4,
P6,
M1,
D1
Assi
gnm
ent
1
8 U
nder
stan
d th
e th
eore
tica
l bas
is
of p
layw
ork.
Play
the
ory:
play
cue
s, p
lay
fram
es,
the
play
cy
cle,
pla
y re
turn
s, m
etal
udes
, ps
ycho
ludi
cs.
Tuto
r pr
esen
tati
on t
o in
trod
uce
the
term
inol
ogy
and
prin
cipl
es.
In s
mal
l gro
ups,
usi
ng e
xam
ples
fr
om t
he p
lay
sett
ing,
des
crib
e ho
w t
hese
the
orie
s ap
ply.
P5
Assi
gnm
ent
1
‘Bes
t Pl
ay’
ww
w.p
layw
ales
.org
.uk
Vide
o/D
VD c
lips
9 Pl
ay t
ypes
:
com
mun
icat
ion,
cre
ativ
e, d
eep,
dr
amat
ic,
expl
orat
ory,
fan
tasy
, im
agin
ativ
e, lo
com
otor
, m
aste
ry,
obje
ct,
role
, ro
ugh
and
tum
ble,
so
cial
, so
cio-
dram
atic
, sy
mbo
lic,
affe
ctiv
e.
Play
spa
ces:
tran
sien
t an
d pe
rman
ent.
Tuto
r in
put
on t
he d
iffe
rent
pla
y ty
pes
and
defi
niti
on o
f pl
ay
spac
es.
Plan
ning
pro
visi
on (
incl
udin
g th
e di
ffer
ent
type
s of
pla
y ov
er a
w
eek)
for
a h
igh
qual
ity
sett
ing.
In
smal
l tea
ms
and
usin
g in
door
s an
d ou
t of
doo
rs,
plan
pro
visi
on f
or
child
ren
from
a m
ulti
-rac
ial
back
grou
nd in
clud
ing
som
e w
ith
lear
ning
dif
ficu
ltie
s an
d ph
ysic
al
diff
icul
ties
.
P5,
P6,
M2,
M3
Assi
gnm
ent
1
Wor
k ex
peri
ence
s.
Form
ats
for
play
pla
ns.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
4
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
10
Moo
d de
scri
ptor
s an
d be
havi
oura
l m
odes
: re
cogn
itio
n of
the
se w
hen
child
ren
play
.
Tuto
r in
put
on h
ow t
o co
nduc
t ob
serv
atio
ns o
n ch
ildre
n un
obtr
usiv
ely
in o
rder
to
prov
ide
the
mos
t ap
prop
riat
e pl
ay t
ypes
an
d sp
aces
(gr
oups
and
in
divi
dual
s).
(Thi
s co
uld
rela
te t
o U
nit
3.)
M3,
D1
Assi
gnm
ent
1
11
Und
erst
and
wha
t m
akes
an
effe
ctiv
e pl
ayw
ork
prac
titi
oner
.
The
role
s: f
acili
tato
r,
man
ager
/lea
der/
supe
rvis
or,
expe
rien
ced
adul
t, r
espe
ctfu
l lis
tene
r, s
ourc
e of
idea
s, f
rien
dly
com
pani
on,
role
mod
el,
impa
rtia
l re
fere
e, g
atek
eepe
r, r
efle
ctiv
e pr
acti
tion
er,
in r
elat
ions
hips
, in
co
mm
unic
atio
n, p
rom
otin
g in
clus
ive
prac
tice
, pr
omot
ing
posi
tive
app
roac
hes
to s
uppo
rtin
g po
siti
ve b
ehav
iour
, su
ppor
ting
pl
ay,
supp
orti
ng c
hild
ren’
s de
velo
pmen
t.
Lear
ners
list
exa
mpl
es o
f w
hen
the
vari
ous
role
s ar
e im
plem
ente
d in
pr
acti
ce.
Gro
up v
isit
to
obse
rve
diff
eren
t se
ttin
gs.
Gro
up d
iscu
ssio
n of
cas
e st
udie
s/D
VD/v
ideo
.
Visi
ting
spe
aker
s, e
g ra
nger
s, p
lay
wor
kers
.
Lear
ners
dra
w o
n ow
n w
ork
expe
rien
ce a
nd t
he u
pkee
p of
a
refl
ecti
ve d
iary
.
D1,
D2
Assi
gnm
ent
1
Wor
k ex
peri
ence
Vide
o/D
VD
Inte
rnet
Spea
kers
Visi
ts
12
Fina
l eva
luat
ion
of t
he u
nit
and
spec
ific
lear
ning
.
Lear
ners
dis
cuss
dif
ficu
ltie
s en
coun
tere
d in
wor
k ex
peri
ence
an
d ho
w t
o ov
erco
me
thes
e in
the
pl
ay s
pace
.
D1,
D2
Assi
gnm
ent
1
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
145
Sample assessment activity
Assignment 1: Using the playwork principles design a high quality provision for play during school holidays.
All assessment criteria are addressed by this assignment brief.
Tasks
1) Explain what quality provision of playwork is in different settings by referring to the principles and theories of playwork. Design a plan of a well-organised holiday play scheme to support your explanation. List suitable resources for the play types on offer. (P1, P2, P5, M1, M2)
2) Identify good practice in a holiday play scheme by referring to legislation and policies and procedures in these settings. Use examples of your own observations. (P3, P4)
3) Describe, explain and evaluate how play theories inform good practice in terms of examining the playworker’s role, considering a range of settings and possible constraints on these settings. Conclude by evaluating high quality play provision in a holiday scheme. (P5, M3, D1 and D2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
146
Resource list
Textbooks
Best Play — downloadable from publications on Children’s Play council web — www.ncb.org.uk/cpc
Hughes B — A Playworkers Taxonomy of Play Types — available from [email protected]
Sutton-Smith — The Ambiguity of Play (Harvard University Press, 2001) ISBN 0674005813
Websites
www.arunet.co.uk/fairplay A national play organisation.
www.freeplaynetwork.org.uk Promotes the rights of disabled children — good publications.
www.kidscape.org.uk Develops training and resources for both children and adults keeping safe from child abuse and bullying.
www.ncb.org.uk/cpc The children’s play council — a leading national play organisation working hard to promote play and influence government policy. The site has useful information and lists of publications.
www.playeducation.com Offers training, conferences and resources in playwork. The site includes lists of available transcripts from played Human Development meetings over the years.
www.playlink.org.uk Promoting and disseminating the values and playwork practice learnt in the free play environment of adventure playgrounds. Has a list of great publications.
www.playwales.org.uk Promoting and supporting the right to play of all children in Wales.
www.playwork.org.uk The National Playwork Unit at Skillsactive supports playwork education and training and playworkers in a range of ways. It provides links to interesting websites.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
147
Unit 32: The Playwork Environment
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
The focus of this unit is to maintain a balance between play and risk in the playwork environment. The unit provides understanding of the rights of children and young people in a play setting according to legislation and guidance and how these are taken into account within the workplace.
Learners will develop an understanding of the terms ‘hazard’ and ‘risk’ and the relationship with a child’s stage of development. The role of the playworker in facilitating physical, emotional and personal safety according to the child’s age, needs and abilities, whilst allowing for risk and challenge will be explored.
Learners will consider the impact of legislation and organisational policies and procedures as they relate to a playworker environment. Legislation, organisational policies and procedures and risk will be considered in context when learners develop understanding of how to plan and prepare play spaces.
Learners will also develop an understanding of the role of the playworker in managing the contributory and sometimes conflicting interests of a play setting, as well as an understanding of the playworker’s role in emergency situations.
There are links with Unit 31: Introduction to Playwork and Unit 33: Self Directed Play.
Learning outcomes
On completion of this unit a learner should:
1 Know the rights of children and young people in a play setting
2 Be able to assess risk in the context of playwork
3 Know how to help children and young people to identify and manage risk
4 Understand the role of the playworker when presented with risks.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
8
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
1 Kn
ow t
he r
ight
s of
chi
ldre
n an
d yo
ung
peop
le in
a p
lay
sett
ing:
Rele
vant
legi
slat
ion:
UN
co
nven
tion
on
the
righ
ts o
f th
e ch
ild;
The
Child
ren
Act
1989
/200
4;
The
Care
Sta
ndar
ds A
ct 2
000;
H
ealt
h an
d Sa
fety
at
Wor
k Ac
ts:
Prot
ecti
on o
f Ch
ildre
n Ac
t 19
99:
Race
Rel
atio
ns,
sexu
alit
y,
disa
bilit
y an
d ge
nder
.
In p
airs
or
smal
l gro
ups,
lear
ners
re
sear
ch t
he a
cts
and
expl
ore
how
th
ey im
pact
chi
ldre
n an
d st
aff
in
diff
eren
t pl
ay p
rovi
sion
s.
Feed
back
by
pres
enta
tion
s an
d a
com
preh
ensi
ve h
ando
ut f
or t
he g
roup
w
ith
refe
renc
es t
o w
ebsi
tes.
P1
Assi
gnm
ent
See
text
and
web
site
s on
th
e re
sour
ce p
age.
Larg
e pa
per
or
Pow
erPo
int
if d
esir
ed
2 O
rgan
isat
iona
l pol
icie
s an
d gu
idel
ines
: he
alth
and
saf
ety,
be
havi
our,
adm
issi
ons,
incl
usio
ns,
safe
guar
ding
chi
ldre
n.
In s
mal
l gro
ups
and
wit
h a
give
n pl
ay
sett
ing,
des
ign
the
polic
ies
and
proc
edur
es.
Verb
al f
eedb
ack.
Dis
cuss
ion
rega
rdin
g th
e im
pact
on
child
ren,
the
ir r
ight
s an
d qu
alit
y pl
ay
and
leis
ure.
P2,
M1
Assi
gnm
ent
Refe
renc
e to
web
site
s
3 M
anag
emen
t st
ruct
ures
and
m
anag
emen
t st
yles
, ro
les
and
resp
onsi
bilit
ies;
link
s an
d re
lati
onsh
ip t
o lo
cal p
lay
polic
y,
part
ners
hips
, in
itia
tive
s an
d gu
idan
ce.
Two
team
s or
gani
se t
hem
selv
es t
o ru
n a
holid
ay p
lay
sche
me,
pla
nnin
g th
e ev
ents
, m
anag
ing
fund
s an
d ro
les.
P2,
M1
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 14
9
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
4 Th
e di
ffer
ence
bet
wee
n se
para
te,
segr
egat
ed,
inte
grat
ed a
nd
incl
usiv
e pr
ovis
ion
and
cons
ulti
ng
wit
h ch
ildre
n.
Tuto
r gu
idan
ce o
n th
e di
ffer
ence
s. T
he
team
s co
ntin
ue t
o pl
an h
ow t
hey
will
in
corp
orat
e pa
rtic
ipat
ion
into
qua
lity
prov
isio
n.
Feed
back
and
dis
cuss
ion.
P2,
M1
Assi
gnm
ent
5 Be
abl
e to
ass
ess
risk
in t
he
cont
ext
of p
layw
ork:
Wha
t is
a h
azar
d an
d w
hat
is a
ris
k in
ter
ms
of p
layw
ork.
Iden
tifi
cati
on in
dif
fere
nt
envi
ronm
ents
.
In s
mal
l gro
ups
list
poss
ible
haz
ards
an
d ri
sks
in t
erm
s of
the
cho
sen
play
op
port
unit
ies,
equ
ipm
ent
and
mat
eria
ls,
draw
ing
on t
heir
wor
k pl
acem
ents
or
on c
ase
stud
ies.
Usi
ng a
rou
gh f
loor
pla
n le
arne
rs,
in
grou
ps,
plot
haz
ards
wit
h m
arke
rs.
Gro
up d
iscu
ssio
n of
haz
ard
type
s.
P3
Pict
ures
of
park
land
, w
oode
d ar
eas,
equ
ipm
ent
to a
naly
se in
ter
ms
of
risk
s an
d ha
zard
s
Vide
o/D
VD
6 Ri
sk a
sses
smen
t pl
anni
ng:
Plan
ned
play
opp
ortu
niti
es a
nd
visi
ts.
Indo
ors
and
out
of d
oors
.
Reco
mm
enda
tion
s fo
r im
prov
emen
t.
Usi
ng a
n ag
reed
for
mat
pla
n ri
sk
asse
ssm
ents
to
allo
w f
or b
enef
its
of
the
expe
rien
ce f
or c
hild
ren
and
youn
g pe
ople
.
Use
the
sta
ges
of r
isk
asse
ssin
g.
P3,
M2
Leaf
lets
of
poss
ible
ou
ting
s fo
r da
y vi
sits
Case
stu
dies
Tele
phon
e ca
lls t
o ch
eck
risk
s an
d ha
zard
s fo
r di
ffer
ent
age
grou
ps
7 M
ilest
ones
of
deve
lopm
ent
and
vary
ing
abili
ties
.
Und
erst
andi
ng c
apab
iliti
es;
rega
rd
for
safe
ty,
secu
rity
and
su
perv
isio
n.
Case
stu
dies
of
diff
eren
t ag
es o
f ch
ildre
n an
d ch
ildre
n of
var
ying
ab
iliti
es u
sing
a v
arie
ty o
f re
sour
ces
and
equi
pmen
t.
P4,
M2
Case
stu
dies
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
0
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
8 Kn
ow h
ow t
o he
lp c
hild
ren
and
youn
g pe
ople
to
iden
tify
and
m
anag
e ri
sks.
Iden
tify
ris
k: a
sses
sing
ris
ks in
the
co
ntex
t of
chi
ldre
n’s
play
and
the
re
leva
nce
to d
evel
opm
ent
(all
aspe
cts)
.
In s
mal
l gro
ups,
dra
win
g on
cas
e st
udie
s, a
nd w
ith
a gi
ven
age
rang
e,
asse
ss p
ossi
ble
risk
s in
ter
ms
of
phys
ical
, em
otio
nal,
inte
llect
ual a
nd
beha
viou
ral d
evel
opm
ent.
P3,
P4
Mile
ston
e ch
arts
9 M
anag
e ri
sky
play
and
cha
lleng
ing
situ
atio
ns:
Rais
ing
child
ren’
s aw
aren
ess
of
haza
rds.
Lear
ners
, in
sm
all g
roup
s, t
ackl
e qu
esti
ons
for
disc
ussi
on u
sing
a v
arie
ty
of s
cena
rios
, eg
fir
e an
d w
ater
pla
y,
larg
e eq
uipm
ent.
‘Wha
t do
chi
ldre
n ne
ed t
o kn
ow?’
(in
ea
ch s
cena
rio
and
at d
iffe
rent
age
s).
P4,
P5,
M3
Assi
gnm
ent
See
reso
urce
s se
ctio
n
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
1
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
tas
k, e
g P1
, P2
Re
sour
ces
requ
ired
10
Und
erst
and
the
role
of
the
play
wor
ker
whe
n pr
esen
ted
wit
h ri
sks:
Legi
slat
ion
for
the
play
wor
ker,
ie
Hea
lth
and
Safe
ty a
t W
ork
Act;
Foo
d Sa
fety
Act
199
0; F
ood
Safe
ty
(Gen
eral
Hyg
iene
) 19
95,
revi
sed
Jan
06 (
regu
lati
on o
f te
mpe
ratu
re
cont
rols
), R
epor
ting
of
Inju
ries
, di
seas
es a
nd d
ange
rous
occ
urre
nces
re
gula
tion
s (R
IDD
OR)
; M
anag
emen
t of
Hea
lth
and
Safe
ty A
t W
ork
(199
9);
Cont
rol o
f Su
bsta
nces
H
azar
dous
to
Hea
lth
(CO
SHH
) 20
02;
Child
ren
Act
2004
.
Smal
l gro
up w
ork
to r
esea
rch
the
acts
an
d de
vise
pol
icie
s to
com
ply
wit
h th
ese
(giv
en a
var
iety
of
diff
eren
t se
ttin
gs a
nd
ages
of
child
ren)
.
Tuto
r fe
edba
ck a
nd c
onso
lidat
ion.
M1
See
reso
urce
s se
ctio
n
11
Dev
elop
ing
qual
ity
play
pro
cedu
res
and
polic
y to
ens
ure
unad
ulte
rate
d pl
ay a
nd k
now
ledg
e of
whe
n to
in
terv
ene
in p
lay
spac
es.
Dra
win
g on
pub
lishe
d pr
oced
ures
, de
vise
an
eth
os f
or p
layw
orke
rs t
o ad
here
to
in
orde
r to
allo
w c
hild
ren
free
dom
of
choi
ce a
nd o
wne
rshi
p of
the
set
ting
.
D1
Inte
rnet
See
reso
urce
s se
ctio
n
12
Dev
elop
ing
polic
ies
in t
he e
vent
of
an e
mer
genc
y: a
ccid
ents
, fi
re,
secu
rity
, ill
ness
, m
issi
ng p
erso
ns
and
repo
rtin
g.
Ove
rall
eval
uati
on o
f th
e un
it.
Lear
ners
att
end
a fi
rst
aid
cour
se (
if n
ot
yet
done
so
for
unit
2).
In g
roup
s, le
arne
rs d
evis
e a
polic
y fo
r m
issi
ng p
erso
ns a
nd in
the
eve
nt o
f fi
re.
Lear
ners
wor
k on
ass
ignm
ents
.
D2
Assi
gnm
ent
wor
k
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
152
Sample assessment activity
Assignment: Reflecting on quality play provision
Task 1
1) Referring to published works outline legislation and guidance relating to the rights of children and young people. (P1)
2) Using information gathered in your learning journal from observations of workplace practice; describe how policies and procedures help to promote children and young people’s rights. (P2) (M1)
3) Describe your own risk assessment in the setting, considering the stages of development and young people. (P3) (M2) (M3)
4) Using feedback from the children and young people and personal observations, evaluate your risk assessments in terms of providing balances between risk, challenges and appropriate interventions. (D2)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
153
Resource list
• Visits to play settings
• Guest speakers
• Library and internet resources with key texts and other reference materials
• Case studies
Indicative reading
Textbooks
Best Play — downloadable from publications on Children’s Play Council website: www.ncb.org.uk/cpc
Brown F — Playwork: Theory and Practice (Open University Press, 2002) ISBN 0335209440
First Claim — A framework for quality playwork assessment — available from Play Wales, Baltic House, Mount Stuart Square, Cardiff Bay, Cardiff CF10 5FH, telephone: 0292 048 6050
First Claim — Desirable Processes — available from Play Wales as above
Hughes B — A Playworkers Taxonomy of Play types — available from [email protected]
Hughes B — Play Environments — A Question of Quality available from [email protected]
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
154
Websites
www.arunet.co.uk/fairplay A national play organisation.
www.ncb.org.uk/cpc The children’s play council — a leading national play organisation working hard to promote play and influence government policy. The site has useful information and lists of publications.
www.playeducation.com Offers training — conferences and resources in playwork. The site includes lists of available transcripts from played Human Development meetings over the years.
www.playlink.org.uk Promoting and disseminating the values and playwork practice learnt in the free play environment of adventure playgrounds. Has a list of great publications.
www.playwales.org.uk Promoting and supporting the right to play of all children in Wales.
www.playwork.org.uk The National Playwork Unit at Skillsactive supports playwork education and training and playworkers in a range of ways. It provides links to interesting websites.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
155
Unit 33: Self Directed Play
NQF Level 3: BTEC National
Guided learning hours: 60
Unit abstract
This unit is about the need of children and young people to play, focusing on the concept of self directed play and the ways in which children play according to their stage of development. Learners will draw on some of the theory underpinning the concept of self directed play that they will have considered in Unit 31: Introduction to Playwork.
The unit requires learners to research the play needs of children and young people and to then be able to devise strategies to support these needs. These positive strategies include the necessity of involving children in the development of their environment.
This unit will encompass child development, the short and long term benefits of play, planning and preparing play spaces, behavioural models, play types, consultation, observation, planning and practice and will focus on using professional playwork language.
In championing self directed play the unit will support learners in understanding how to enable children to manage risks for themselves.
There are links with Unit 31: Introduction to Playwork and Unit 32: The Playwork Environment.
Learning outcomes
On completion of this unit a learner should:
1 Understand children’s and young people’s play needs and preferences
2 Understand how to support self directed play
3 Be able to plan and prepare play spaces to facilitate self directed play
4 Know how to develop and promote positive relationships with children, young people and adults.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
6
Exem
plar
pro
gram
me
of le
arni
ng
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
1 U
nder
stan
d ch
ildre
n’s
and
youn
g pe
ople
’s p
lay
need
s an
d pr
efer
ence
s.
Play
wor
k th
eory
and
pra
ctic
e:
beha
viou
ral m
odes
, m
ode
desc
ript
ors,
pla
y ty
pes;
chi
ldre
n’s
and
youn
g pe
ople
’s p
lay
need
s, a
ra
nge
of p
lay
spac
es a
nd
reso
urce
s.
Smal
l gro
ups
rese
arch
the
orie
s an
d fe
edba
ck t
o w
hole
cla
ss w
ith
exam
ples
of
mod
e de
scri
ptor
s,
play
typ
es a
nd c
ues
in p
ract
ice.
Lear
ners
dis
cuss
ref
lect
ive
acco
unts
of
own
play
set
ting
s.
P1
Han
dout
s of
tex
t re
lati
ng t
o va
riou
s th
eori
es.
Com
pile
ref
lect
ions
on
whi
tebo
ard.
Use
‘Be
st P
lay’
pub
licat
ion
for
list
of p
lay
type
s.
2 Pl
anni
ng p
lay
spac
es.
In s
mal
l gro
ups,
que
stio
n: W
hy d
o ch
ildre
n ne
ed s
pace
?
Lear
ners
for
mul
ate
idea
s in
sm
all
grou
ps f
or t
he p
lann
ing
of s
pace
, eq
uipm
ent
and
reso
urce
s.
Feed
back
to
who
le g
roup
.
P1,
M1,
D1
As a
bove
. In
add
itio
n us
e ot
her
text
or
web
site
s as
lis
ted.
Larg
e pa
per.
Vide
o/D
VD.
3 St
ages
of
child
ren’
s de
velo
pmen
t (f
rom
4-1
6).
How
dev
elop
men
t af
fect
s pl
ay
need
s an
d be
havi
ours
.
In p
airs
/sm
all g
roup
s de
sign
pla
y ch
art
wit
h su
itab
le r
esou
rces
al
ongs
ide
the
ages
.
P1,
M1
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
7
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
4 In
vest
igat
ing
play
thr
ough
ob
serv
atio
ns:
how
to
obse
rve
play
an
d no
te b
arri
ers.
Tuto
r in
put
on t
he b
est
stru
ctur
e to
use
to
obse
rve
child
ren
and
youn
g pe
ople
.
Lear
ners
wat
ch v
ideo
foo
tage
an
d ev
alua
te p
lay
cues
, cy
cles
, ad
ulte
rate
d pl
ay f
ram
es a
nd
inte
rven
tion
s.
Lear
ners
dis
cuss
wha
t th
e ba
rrie
rs a
re a
nd h
ow p
lay
is
adul
tera
ted.
P2 a
nd p
refe
renc
es
Vide
o/D
VD.
Que
stio
n sh
eets
.
5 U
nder
stan
d ho
w t
o su
ppor
t se
lf
dire
cted
pla
y.
Empo
wer
ing
child
ren
and
youn
g pe
ople
.
The
role
of
the
play
wor
ker
in
faci
litat
ing
this
.
Lear
ners
ref
lect
bac
k to
de
velo
pmen
t st
ages
and
dis
cuss
(f
irst
in p
airs
) ho
w c
hild
ren
of
vary
ing
ages
gai
n co
nfid
ence
and
em
pow
erm
ent.
Who
le g
roup
dis
cuss
ion
— s
alie
nt
poin
ts s
umm
aris
ed o
n bo
ard.
P3
Mile
ston
es c
hart
s an
d ow
n ch
arts
fro
m e
arlie
r se
ssio
n.
Case
stu
dies
(ca
n be
de
vise
d fr
om le
arne
rs a
nd
dist
ribu
ted)
.
6 U
nder
stan
ding
sho
rt-
and
long
-te
rm b
enef
its
of p
lay.
W
hole
gro
up d
iscu
ssio
n, n
otin
g be
nefi
ts in
a t
wo
colu
mn
tabl
e.
P3,
M1
Gui
ded
ques
tion
s fo
r di
scus
sion
.
IT r
esea
rch.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t
— Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
8
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
7 Le
arni
ng o
utco
me
4:
Posi
tive
rel
atio
nshi
ps;
valu
ing
and
resp
ecti
ng c
hild
ren
and
youn
g pe
ople
.
Lear
ners
, in
sm
all g
roup
s, d
iscu
ss
polic
y do
cum
ents
and
the
ir
impa
ct o
n po
siti
ve r
elat
ions
hips
, eg
Eve
ry C
hild
Mat
ters
and
the
co
re c
ompe
tenc
es.
Feed
bac
k to
who
le g
roup
and
gr
oup
disc
ussi
on o
n ca
se s
tudi
es
of s
itua
tion
s w
itho
ut v
alue
s an
d re
spec
t.
P3,
M1
Extr
acti
ng t
ext
that
rel
ates
to
ben
efit
s fr
om t
he
inte
rnet
.
8 Th
e pl
ayw
orke
r ro
le in
pro
mot
ing
posi
tive
rel
atio
nshi
ps,
nego
tiat
ion,
in
tera
ctio
n w
ith
othe
rs.
Que
stio
ns:
Wha
t sh
ould
an
indu
ctio
n pr
ogra
mm
e fo
r pl
ayw
orke
rs in
clud
e?
Dis
cuss
1)
appr
opri
ate
reso
urce
s an
d sp
aces
2)
the
invo
lvem
ent
of c
hild
ren
and
youn
g pe
ople
3)
the
deve
lopm
ent
of p
osit
ive
wor
king
rel
atio
nshi
ps.
P4:
Des
crib
e ow
n pl
anni
ng
and
prep
arat
ion
of a
pla
y sp
ace
that
fac
ilita
tes
self
di
rect
ed p
lay.
D2:
Eva
luat
e th
e pl
anne
d an
d pr
epar
ed p
lay
spac
e in
te
rms
of a
ppro
pria
te
reso
urce
s an
d sp
aces
, th
e in
volv
emen
t of
chi
ldre
n an
d yo
ung
peop
le a
nd t
he
deve
lopm
ent
of p
osit
ive
wor
king
rel
atio
nshi
ps.
Pow
erPo
int
pres
enta
tion
or
larg
e sh
eets
of
flip
pap
er.
9 Pl
anni
ng a
nd p
repa
ring
pla
y sp
aces
to
fac
ilita
te s
elf-
dire
cted
pla
y.
Plan
s ba
sed
on o
bser
vati
ons
and
rese
arch
.
Usi
ng o
bser
vati
ons
from
rea
l w
ork
prac
tice
, lin
k ob
serv
atio
ns
to r
esea
rch.
M1,
M2,
D1
Actu
al o
bser
vati
ons
and
rese
arch
/web
site
s/bo
oks.
Tuto
r su
ppor
t —
Ede
xcel
Lev
el 3
BTE
C N
atio
nals
in C
hild
ren'
s Ca
re,
Lear
ning
and
Dev
elop
men
t —
Is
sue
1 —
Oct
ober
200
8 ©
Ede
xcel
Lim
ited
200
8 15
9
Sess
ion
Teac
hing
top
ic
Del
iver
y m
etho
ds
Link
ed a
sses
smen
t an
d/or
ta
sk,
eg P
1, P
2 Re
sour
ces
requ
ired
10
Org
anis
atio
nal p
olic
ies
and
proc
edur
es.
In p
airs
or
smal
l gro
ups
rese
arch
th
e po
licie
s an
d pr
oced
ures
ne
eded
for
eff
ecti
ve p
layw
ork.
Feed
bac
k to
res
t of
gro
up.
M2,
D1
Exam
ples
of
polic
ies
and
wor
kpla
ce p
roce
dure
s fr
om
the
sett
ing
and
usin
g w
ww
.ski
llsac
tive
.com
11
Know
how
to
deve
lop
and
prom
ote
posi
tive
rel
atio
nshi
ps w
ith
child
ren,
you
ng p
eopl
e an
d ad
ults
.
Refe
rrin
g ba
ck t
o pr
evio
us s
essi
ons
to p
lan
a hi
gh q
ualit
y pl
ay s
pace
fo
r si
x w
eeks
of
the
sum
mer
ho
liday
for
chi
ldre
n an
d yo
ung
peop
le a
ged
4-16
.
Assi
gnm
ent
task
: Le
afle
t on
a
high
qua
lity
holid
ay s
chem
e
Plan
ning
info
rmat
ion
and
publ
icat
ion
leaf
let
for
pare
nts
and
the
com
mun
ity.
M2,
D2
Assi
gnm
ent
P1,
M1,
D1
Mat
eria
ls,
com
pute
rs e
tc
requ
ired
for
the
pr
epar
atio
n.
12
Pres
enta
tion
of
the
assi
gnm
ent.
In
sm
all g
roup
s w
ith
a ti
me
limit
ed p
rese
ntat
ion.
Lear
ners
’ ow
n ch
oice
of
disp
lay/
pres
enta
tion
m
ater
ials
and
pos
sibl
y ow
n sh
ort
vide
os.
Proj
ecti
on e
quip
men
t.
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
160
Sample assessment activity
Assignment task
Planning information and advertising leaflet for parents, schools and the community to promote high quality play provision for the summer holiday
1) Describe the theory and practice that supports self-directed play. (P1)
2) Using the context of planning high quality provision for play over a six week period compile a joint leaflet (in groups of three) to explain how research can be used to enhance understanding of children’s and young people’s play needs. (M1)
3) For the purpose of a presentation, extract and evaluate how research informs the preparation of play spaces. You may use IT for your leaflet and must include how you have involved children and young people in your planning. The presentation should last approximately 15 minutes. (M1) (D1)
Tutor support — Edexcel Level 3 BTEC Nationals in Children's Care, Learning and Development — Issue 1 — October 2008 © Edexcel Limited 2008
161
Resource list
• An appropriately qualified tutor
• Visits to play settings
• Guest speakers
• Library resources with key texts and other reference materials
Indicative reading for learners
Textbooks
Best Play — downloadable from publications on Children’s Play Council website: www.ncb.org.uk/cpc
Brown F — Playwork: Theory and Practice (Open university press, 2002) ISBN 0335209440
First Claim — A framework for quality playwork assessment — available from Play Wales, Baltic House, Mount Square, Cardiff Bay, Cardiff CF10 5FH, telephone: 0292 048 6050
First Claim — Desirable Processes — available as above
Hughes B — A Playworker’s taxonomy of Play Types — available via [email protected]
Hughes B — Evolutionary Playwork and Reflective Analytical Practice (Routledge, 2001) ISBN 0415251664
1890rl151008S:\LT\PD\Support\BTEC Nationals in CCLD L3 TSM.doc.1–166/1
October 2008 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Edexcel Limited Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07
![Maestro: A Computer Tutor for Writers Kurt Rowley, Ph.D. Maestro Principal Investigator 1995-1998 'They [students] seem to be less distressed](https://img.pdfslide.net/doc/110x75/56649e2b5503460f94b19eee/maestro-a-computer-tutor-for-writers-kurt-rowley-phd-maestro-principal.jpg)
