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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