Level 3 Diploma for Children and Young People’s Workforce: A comprehensive learner support guide, Edition 2019 (PDF)

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About the book:

Publisher: KDP

Pages: 519

Edition: 2019

Language: English

Size: 7 Mb

CONTENT

INTRODUCTION

Brief Timeline of the Development of Study in Child Development

SECTION 1: SHARED CORE UNITS

CHAPTER 1: COMMUNICATION

Understand why effective communication is important in the work setting

Different reasons people communicate

How communication affects relationships in the work setting

Meet the communication and language needs, wishes and preferences of individuals

How to establish the communication and language needs, wishes and preferences of individuals

Factors to consider when promoting effective communication

Communication methods and styles to meet individual needs

How to respond to an individual's reactions when communicating.

Overcome barriers to communication

How people from different backgrounds may use and/or interpret communication methods in different ways

Barriers to effective communication

Apply principles and practices relating to confidentiality GDPR

CHAPTER 2: PROMOTE EQUALITY AND INCLUSION

The importance of diversity, equality and inclusion

Diversity; equality; inclusion

Potential effects of discrimination

How inclusion promotes equality and supports diversity

Work in an inclusive way

How legislation and codes of practice relating to equality, diversity and discrimination apply to own work role

Interaction with individuals that respects their beliefs, culture, values and preferences

Promote diversity, equality and inclusion

Actions that model inclusive practice

How to support others to promote equality and rights

How to challenge discrimination in a way that promotes change

CHAPTER 3: ENGAGE IN PERSONAL DEVELOPMENT

What is required for competence in own work role

Duties and responsibilities of own work role

Expectations about own work role as expressed in relevant standards

Reflect on practice

Importance of reflective practice in continuously improving the quality of service provided

The ability to reflect on practice

Kolb’s Learning Cycle

Gibb’s Reflective Cycle: Gibbs’ (1998) model represents reflection as a process with six key

stages:

Other things you could do, and questions you can ask yourself:

How own values, belief systems and experiences may affect work practice

Evaluate own performance

Evaluating own knowledge, performance and understanding against relevant standards.

Use of feedback to evaluate own performance and inform development

Agree a personal development plan

Sources of support for planning and reviewing own development

Work with others to review and prioritise own learning needs, professional interests and

development opportunities and agree a personal development plan

Use learning opportunities and reflective practice to contribute to personal development

How reflective practice has led to improved ways of working

How to record progress in relation to personal development

CHAPTER 4: IMPLEMENTING DUTY OF CARE

How duty of care contributes to safe practice

To have a duty of care in own work role means to:

How duty of care contributes to the safeguarding or protection of individuals

How to address conflicts or dilemmas that may arise between an individual's rights and

duty of care

Potential conflicts or dilemmas that may arise between the duty of care and an individual's rights

How to manage risks associated with conflicts or dilemmas between an individual's rights and the

duty of care

Sources of advice or support

How to respond to complaints

Main points of agreed procedures for handling complaints

SECTION 2: CHILDREN AND YOUNG PEOPLE’S MANDATORY UNITS

CHAPTER 5: UNDERSTAND CHILD AND YOUNG PEOPLE’S

DEVELOPMENT

Expected pattern of development (birth – 19 years):

Sequence and Rates of Development

Comparing the Sequence of Development and the Rate of Development

Factors Influencing Development in Children and Young People

Theories of Development

Cognitive Development Approaches

Piaget’s Theory of Cognitive Development

Vygotsky’s Theory of Cognitive Development

The Information Processing Approach

Behaviourist Approaches to Learning

Classical Conditioning

Operant Conditioning

Social Learning Theory

Other Developmental Theories

Environmental-focused Theories

Psychodynamic Theory

Psychosocial theory

Maslow’s Theory of Motivation and Personality

Attachment Theory

Monitoring Development and Early Intervention

Monitoring and Assessing Children

Different Pathways for Development

Different Types of Intervention

Potential Effects of Transitions on Children and Young People’s Development

CHAPTER 6: PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT

Assess the Development Needs of Children and Young People

Factors to Take into Account When Assessing Development

Assess a Child or Young Person’s Development

Other key points to remember when assessing a child or young person:

Explain and evaluate the choice of assessment methods you have utilised:

Develop a plan to meet a child or young person’s developmental needs:

Implement the development plan:

Evaluate and revise the plan:

Work in a child-centred way:

Promote active participation:

Aspects of an environment that help to promote development of children and young

people:

Demonstrate how you can contribute to shaping your work environment to help the development

of children and young people:

Impact of Working Practices on the Development of Children and Young People

Influence of Institutions, Agencies and Services can Affect Children and Young People’s

Development

Support Children and Young People’s Behaviour

Work with Children and Young People to Encourage Positive Behaviour (See Chapter 9)

Evaluate Different Approaches to Supporting Positive Behaviour

CHAPTER 7: PROMOTE THE SAFEGUARDING AND WELLBEING OF

CHILDREN AND YOUNG PEOPLE

The main legislation, guidelines, policies and procedure for safeguarding children and

young people

Current legislation, guidelines, policies and procedures within own UK Home Nation affecting the

safeguarding of children and young people

How national and local guidelines, policies and procedures for safeguarding affect day to day

work with children and young people

When and why inquiries and serious case reviews are required and how the sharing of the

findings informs practice

Examples of public enquires:

How the processes used by own work setting or service comply with legislation that covers data

protection, information handling and sharing

The importance of working in partnership with other organisations to safeguard children

and young people

The importance of safeguarding children and young people

The importance of a child or young person-centred approach

Roles and responsibilities of the different organisations that may be involved when a child or

young person has been abused or harmed

What is meant by partnership working in the context of safeguarding

The importance of ensuring children and young people's safety and protection in the work

setting

Why it is important to ensure children and young people are protected from harm within the work

setting

Policies and procedures that are in place to protect children and young people and adults who

work with them

Ways in which concerns about poor practice can be reported whilst ensuring that whistle-blowers

and those whose practice or behaviour is being questioned are protected

How practitioners can take steps to protect themselves within their everyday practice in the work

setting and on off site visits

How to respond to evidence or concerns that a child or young person has been abused or

harmed

The possible signs, symptoms, indicators and behaviours that may cause concern in the context

of safeguarding

The actions to take if a child or young person alleges harm or abuse in line with policies and

procedures of own setting

The rights that children, young people and their carers have in situations where harm or abuse is

suspected or alleged

How to respond to evidence or concerns that a child or young person has been bullied

Different types of bullying and the potential effects of children and young people

Policies and procedures that should be followed in response to concerns or evidence of bullying

and explain the reasons why they are in place

How to support a child or young person and or their family when bullying is suspected or alleged

How to work with children and young people to support their safety and wellbeing

How to support children and young people’s self-confidence and self-esteem

Importance of supporting resilience in children and young people

Why it is important to work with the child or young person to ensure they have strategies to

protect themselves and make decisions about safety

Ways of empowering children and young people to make positive and informed choices that

support their wellbeing and safety

The importance of e-safety for children and young people

Risks and possible consequences for children and young people of being online and of using a

mobile phone

Ways of reducing risk to children and young people from:

CHAPTER 8: SUPPORTING HEALTH AND SAFETY OF CHILDREN AND

YOUNG PEOPLE

Understand how to plan and provide environments and services that support children and

young people's health and safety

Describe the factors to take into account when planning healthy and safe indoor and outdoor

environments and services

How health and safety is monitored and maintained and how people in the work setting are made

aware of risks and hazards and encouraged to work safely

Guidance for Health and Safety

Current health and safety legislation, policies and procedures

Recognise and manage risks to health, safety and security in a work setting or off-site

visits

How to Identify Potential Hazards

Deal with hazards in the work setting or in off site visits

Undertake a health and safety risk assessment

How health and safety risk assessments are monitored and reviewed

Understand how to support children and young people to assess and manage risk for

themselves

A balanced approach to risk management

The dilemma between the rights and choices of children and young people and health and safety

requirements

Supporting Children and Young People to Assess and Manage Risk

Understand appropriate responses to accidents, incidents emergencies and illness in

work settings and off-site visits

The policies and procedures of the setting or service in response to accidents, incidents,

emergencies and illness

The correct procedures for recording and reporting accidents, incidents, injuries, signs of illness

and other emergencies

CHAPTER 9: DEVELOPING POSITIVE RELATIONSHIPS

Develop positive relationships with children and young people

Why positive relationships with children and young people are important and how these are built

and maintained

How to listen to and build relationship with children and young people

Working with different ages of children

Evaluate own effectiveness in building relationships with children and young people

Build positive relationships with people involved in the care of children and young people

Why positive relationships with people involved in the care of children and young people are

important

How to build positive relationships with people involved in the care of children and young people

CHAPTER 10: WORKING COLLABORATIVELY

Understand integrated and multi-agency working

The importance of multi-agency working and integrated working

How integrated working practices and multi-agency working in partnership deliver better

outcomes for children and young people

The functions of external agencies with whom your work setting, or service interacts

Common barriers to integrated working and multi-agency working and how these can be

overcome

How and why referrals are made between agencies

The assessment frameworks that are used in own UK home nation

Other aspects of collaborative working

Communicate with others for professional purposes

Support organisational processes and procedures for recording, storing and sharing information

Potential tension between maintaining confidentiality with the need to disclose information

CHAPTER 11: SUPPORT POSITIVE OUTCOMES

UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN

AND YOUNG PEOPLE

Understand how the social, economic and cultural environment can impact on the

outcomes and life chances of children and young people

Social, economic and cultural factors

The impact of poverty on outcomes and life chances

Personal choices and experiences

Understand how practitioners can make a positive difference in outcomes for children and

young people

Achieving positive outcomes for children and young people

Designing services around children and young people

The importance of active participation.

The value of active participation

Putting active participation into practice

Monitoring and evaluating participation

Support children and young people to make personal choices and experiences that have a

positive impact on their lives.

Understand the possible impact of disability, special requirements (additional needs) and

attitudes on positive outcomes for children and young people

The impact of disability

Positive attitudes

Models of disability

Different types of support:

Understanding the importance of equality, diversity and inclusion:

SECTION 3: EARLY YEAR’S PATHWAY UNITS

CHAPTER 12: CONTEXT AND PRINCIPLES FOR EARLY YEARS PROVISION

Purposes and Principles of Early Years Frameworks

Legal status and principles of the relevant early years framework/s, and how national and local

guidance materials are used in settings

How different approaches to work which children in the early years has influenced current

provision in the UK

Why early years frameworks emphasise a personal and individual approach to learning and

development

Provide environments within the work setting that support and extend children's

development and learning in their early years

Prepare an area within the work setting, explaining how the area supports and extends children’s

learning and development

Monitor how children use the prepared area/s and evaluate how effective it has been in:

Different ways of monitoring:

How the environment meets the needs of individual children

Understand how to work in partnership with carers

The partnership model of working with carers

Barriers to participation for carers and explain ways in which they can be overcome

Strategies to support carers who may react positively or negatively to partnership opportunities

How effective multi agency working operates within early years provision and benefits children

and carers

CHAPTER 13: PROMOTE DEVELOPMENT AND LEARNING IN BABIES AND

YOUNG CHILDREN

The purpose and requirements of the areas of learning and development in the relevant

early year’s framework

Each of the home counties in the UK have developed their own frameworks for delivering early

years curricula. These different frameworks are as follows:

The areas of learning and development and how these are interdependent

The documented outcomes for children that form part of the relevant early years framework

How the documented outcomes are assessed and recorded

Plan work with children and support children's participation in planning

Different sources to plan work for an individual child or group of children

Engage effectively with children to encourage the child's participation and involvement in planning

their own learning and development activities.

Support the planning cycle for children's learning and development.

Promote children's learning and development according to the requirements of the

relevant early year’s framework.

How practitioners promote children's learning within the relevant early year’s framework.

Prepare, set out and support activities and experiences that encourage learning and development

in each area of the relevant early year’s framework.

Engage with children in activities and experiences that support their learning and

development.

Work alongside children engaging with them in order to support their learning and development.

The importance of engaging with a child to support sustained shared thinking.

Use language that is accurate and appropriate in order to support and extend children's learning

when undertaking activities.

Review own practice in supporting the learning and development of children in their early

years.

Reflect on own practice in supporting learning and development of children in their early years.

Use reflection to make changes in own practice.

CHAPTER 14: PROMOTE CHILDREN’S WELFARE & WELL-BEING IN THE

EARLY YEARS

Understand the welfare requirements of the relevant early years framework

The welfare requirements and guidance of the relevant early years framework

Be able to keep early years children safe in the work setting

Safe supervision of children whilst allowing of children to explore and manage risk and challenge.

Systems for supporting children's safety when:

Why minimum requirements for: space; staff ratios - are necessary for children's safety

Understand the importance of promoting positive health and well-being for early years

children

How to promote children’s health and well-being in an early years work setting

The roles of key health professionals and sources of professional advice in promoting positive

health and well-being for early years children and their families and carers.

Support hygiene and prevention of cross infection in the early years setting

How equipment and each areas of the setting is kept clean and hygienic

Measures taken in the setting to prevent cross infection

How to prepare and store food, formula and breast milk safely according to health and safety

guidelines

How to ensure children in their early years receive high quality, balanced nutrition to meet

their growth and development needs.

Plan balanced meals, snacks and drinks for children in their early years, following current

government guidance on nutritional needs.

Why it is important to follow carer's instructions in respect of their child's food allergies or

intolerances.

Be able to provide physical care for children

How to support children's personal care routines, showing respect to the child and using

opportunities to encourage learning and development

Regulations concerning management of medicines and how these are interpreted in the work

setting

Lifting and handling children and equipment in the work setting

CHAPTER 15: PROMOTE PROFESSIONAL PRACTICE IN EARLY YEARS

SETTINGS

Understand the scope and purposes of the early years sector

The range of early years settings reflects the scope and purpose of the sector

Understand current policies and influences on the early years sector

Current policies, frameworks and influences on the early years

Impact of current policies, frameworks and influences on the early years sector

Links

What is meant by evidence-based practice and give examples of how this has influenced work

with children in their early years.

Understand how to support diversity, inclusion and participation in early years settings

What is meant by: diversity; inclusion; participation

The importance of anti-discriminatory/ anti-bias practice, giving examples of how it is applied in

practice with children and carers.

How the active participation of children in decisions affecting their lives promote the achievement

of positive outcomes

Review own practice in promoting diversity, inclusion and participation in early years

settings

The importance of reviewing own practice as part of being an effective practitioner

Undertake a reflective analysis of own practice

Strategies to deal with areas of difficulty and challenge encountered in professional practice in

early years settings.

CHAPTER 16: SUPPORT CHILDREN’S SPEECH, LANGUAGE AND

COMMUNICATION

The importance of speech, language and communication for children’s overall

development

Understanding the meaning of terms: speech; language; communication; speech, language and

communication needs.

How speech, language and communication skills support each of the following areas in children's

development: learning; emotional; behaviour; social.

The potential impact of speech, language and communication difficulties on the overall

development of a child, both currently and in the longer term.

The importance and the benefits of adults supporting the speech, language and

communication development of the children in own setting.

The ways in which adults can effectively support and extend the speech, language and

communication development of children during the early years

Positive effects of adult support for the children and their carers

How levels of speech and language development vary between children entering early years

provision and need to be taken into account during settling in and planning

Provide support for the speech, language and communication development of the children

in own setting

Display how to provide support for children’s speech and language needs:

Day to day activities within the setting can be used to encourage speech, language and

communication development in young children

Demonstrate in own practice how to work with children to develop speech, language and

communication in: a. 1:1 basis; b. groups

Evaluate the effectiveness of speech, language and communication support for children in own

setting

Contribute to maintaining a positive environment that supports speech, language and

communication

Explain the importance of the environment in supporting speech, language and communication

development

Review evidence about the key factors that provide a supportive speech, language and

communication environment

CHAPTER 17: WORK WITH BABIES AND YOUNG CHILDREN TO PROMOTE

THEIR DEVELOPMENT AND LEARNING

Understand the development and learning of babies and young children

The pattern of development in the first three years of life and the skills typically acquired at each

stage

Understand key concepts: how development and learning are interconnected

How and why variations occur in rate and sequence of development and learning

Learning may take place in different ways

The importance of play

The potential effects of development, of pre conceptual, pre-birth and birth experiences

Promote the development and learning of babies and young children

Undertake assessments of babies or young children's development and learning needs

How the indoor and outdoor environment can be responsive to the development and learning

needs of babies and young children

Plan play based activities and experiences based on assessments to support development and

learning

Tailor to babies’ or young children's needs

Attachment needs of babies and young children

Benefits of the key worker/ person system in early years settings

How babies and young children learn and develop best from the basis of loving, secure

relationships with carers and with key persons in work settings

The possible effects of poor-quality attachments on the development of babies and children

Engage with babies and young children and be sensitive to their needs

Work in partnership with carers in order to promote the learning and development of

babies and young people

The primary importance of carers in the lives of babies and young children

How to exchange information with carers

Ways of working in partnership with carers.

CHAPTER 18: CARE FOR THE PHYSICAL AND NUTRITIONAL NEEDS OF

BABIES AND YOUNG CHILDREN

Provide respectful physical care for babies and young children

Culturally and ethnically appropriate care for babies and young children for:

a. skin; b. hair; c. teeth; d. nappy area

Demonstrate in own practice how to take into account the preferences of carers in the provision of

physical care and explain why this is important

Demonstrate in own practice how you engage with babies or young children in a respectful

manner and provide personalised physical care tailored to their needs

Organisational or regulatory procedures that protect babies, young children and practitioners

when providing personal care and why these are necessary.

Provide routines for babies and young children that support their health and development

Plan daily and weekly routines for babies and young children suitably personalised to meet

individualised needs

Demonstrate in own practice how to treat babies or young children with respect and sensitivity

during everyday care routines.

The principles of effective toilet training and how this is incorporated into routines

Provide opportunities for exercise and physical activity

The importance of exercise and physical activity for babies and young children

Demonstrate in own practice how to support babies or young children's exercise and physical

activity

Provide safe and protective environments for babies and young children

Policies and procedures in own setting that cover health, safety and protection of babies and

young children

Safety features within the environment for babies and young children

Supervise babies or young children and demonstrate a balanced approach to risk management

Explain current advice on minimising sudden infant death syndrome in everyday routines for

babies

Provide for the nutritional needs of babies under 18 months

Identify, using current government guidance, the nutritional needs of babies until they are fully

weaned and using information from carers, plan a programme of weaning

Prepare formula feeds hygienically following current guidance

Evaluate the benefits of different types of formula that are commonly available

Understand how to provide for the nutritional needs of young children from 18 - 36 months

Plan meals for young children that meet their nutritional needs based on current government

guidance and information from carers

Explain food allergies and intolerances that a young child may experience and the importance of

following carers instructions on the needs of their child

CHAPTER 19: PROMOTE PHYSICAL ACTIVITY AND MOVEMENT SKILLS OF

YOUNG CHILDREN

Importance of physical activity and the development of movement skills for young

children's development, health and well-being.

Why physical activity is important to the short- and long-term health and wellbeing of children

The development of movement skills in young children and how these skills affect other aspects

of development

Themes that shape the development of enhanced physical control in babies:

Prepare and support a safe and challenging environment for young children that

encourages physical activity and the development of movement skills

Prepare the environment and explain how it allows all children to develop, practice and extend

their movement skills according to their age, needs and abilities

Demonstrate in own practice how young children are kept safe when undertaking challenging

physical activities

Creating challenge while ensuring safety

The importance of natural outdoor environments for young children's physical activity and

movement skills

Plan and implement physical activities for young children

Plan opportunities for physical activity for young children

Explain how the plan:

- Meets the individual movement skills needs of children

- Includes activities that promote competence in movement skills

- Encourages physical play

Demonstrate how planned physical activities are implemented

Build opportunities for physical activity into everyday routines for young children

The importance of building physical activity into everyday routines

Demonstrate in own practice how young children are provided with opportunities for physical

activity within everyday routines

Evaluate the effectiveness of provision in supporting young children 's physical and

movement skills

Assess effectiveness of planned provision in: a. supporting physical activity; b. supporting

confidence and progression in movement skills

Identify and record areas for improvement

Reflect on own practice in supporting young children’s physical development and movement skills

CHAPTER 20: UNDERSTAND HOW TO SET UP A HOME-BASED

CHILDCARE SERVICE

Understand how to set up a homebased childcare service

Current legislation covering homebased childcare and the role of regulatory bodies

Policies and procedures for: a. accidents, illness and emergencies; b. behaviour; c. safeguarding;

d. equal opportunities: and explain how these will be implemented.

The importance of confidentiality and data protection

Develop a marketing plan for own home-based childcare service

Demonstrate financial planning for own homebased service

Sources of support and information for setting up and running of a home-based childcare

business

How to establish a safe and healthy homebased environment for children

The key components of a healthy and safe home-based environment

The principles of safe supervision of children in the home-based setting and off site

Ways of ensuring that equipment is suitable for children and meet safety requirements

Where to obtain current guidance on health and safety risk assessment of the home-based work

setting

How to store and administer medicines

The importance of partnerships with parents for all aspects of the homebased childcare

service

The importance of partnership with parents for all aspects of the childcare service

How partnership with parents are set up and maintained.

The principles of development of routines for homebased childcare

How routines are based on: a. meeting a child's needs; b. agreements with parents; c.

participation of children;

Adapt routines to meet the needs of children at different ages and stages of development

How to ensure that each child is welcomed and valued in the home-based work setting

Understand how to provide play and other activities for children in home-based settings

that will support equality and inclusion

The importance of play to children's learning and development and the need for an inclusive

approach

Plan a challenging and enjoyable learning environment in the home that includes using

everyday domestic routines and household items

How homebased child carers can support the safeguarding of children in their care

The concept of safeguarding and the duty of care that applies to all practitioners

The possible signs, symptoms, indicators and behaviours that may cause concern in the context

of safeguarding

Regulatory requirements for safeguarding children that affect homebased childcare

The procedures that need to be followed by lone workers in home-based settings where harm or

abuse are suspected or alleged either against them or third parties.

The principles of supporting positive behaviour in home based childcare settings

Typical behaviours exhibited by children linked to their stage of development and key events in

their lives

How ground rules for behaviour and expectations are developed and implemented

SECTION 4: OTHER OPTIONAL UNITS

CHAPTER 21: PROMOTE CREATIVITY AND CREATIVE LEARNING IN

YOUNG CHILDREN

Understand the concepts of creativity and creative learning and how these affect all aspects of

young children’s learning and development

The differences between creative learning and creativity

Theoretical approaches

How creativity and creative learning can support other areas of development

Be able to provide opportunities for young children to develop their creativity and creative

learning

Promote creativity and creative learning

Promote creativity and creative learning

Taking time to develop creativity

Be able to develop the environment to support young children’s creativity and creative

learning

Physical environment to support creative learning

Monitor and evaluate the environment

Be able to support the development of practice in promoting young children’s creativity

and creative learning with the setting

Evaluate and reflect on one’s practice:

Support others to develop their practice

Develop a programme of change

CHAPTER 22: PROFESSIONAL PRACTICE IN CHILDREN AND YOUNG

PEOPLE’S SOCIAL CARE

Legislative and Regulatory Frameworks

Professional Responsibilities of Working with Children and Young People

Poor Practice and Unprofessional Conduct

Importance of being a Reflective Practitioner

Rights and Expectations as a Professional

Equalities Legislation

CHAPTER 23: ASSESSMENT AND PLANNING

The Importance of Using a Child-Centred Model of Assessment and Planning

How to Identify the Needs of Children and Young People

Importance of Working Collaboratively

Enhancing Effectiveness of Assessment and Planning Methods

What is Permanency Planning and why it is Important?

CHAPTER 24: SUPPORTING DISABLED CHILDREN AND YOUNG PEOPLE

AND THOSE WITH SPECIFIC REQUIREMENTS

Working Inclusively

Child-led and service-led models of provision

Social and medical models of disability

Advocacy

Participation

Working in partnership with families

Types of support and information

Evaluating, Supporting and Developing Existing Practice

CHAPTER 25: WORKING WITH CHILDREN AND YOUNG PEOPLE IN A

RESIDENTIAL CARE SETTING

Theoretical Approaches to Residential Provision for Children and Young People

Power, Prejudice and Discrimination

CONCLUSION

REFERENCES

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