Level 3 Award in Childcare and Education

i i i i i i

(VRQ) i

Assessment iTask iUnit i1

Learner Name:
i

Learner ULN:i

THE ILEARNING ICOLLEGE IGROUP ILIMITED i iKern iHouse, iBrooms iRoad, iStone, iStaffs iST15 i0TL
Unit i1 i- iAssessment iPlan

Learner iname

The ifollowing iplanned iactivities ineed ito ibe icompleted ito iensure ithat iall ithe iAssessment
iCriteria iis imet ito iachieve icompetency iof iunit i1.

THIS iDOCUMENT iIS iFOR iINFORMATION iONLY

The ilearner imust icomplete i-

Unit iassessment iCriteria Assessment iMethod

Written iAssessment itasks i 1.1,1.2, i1.3, O

2.1, i i2.2, i2.3

3.1, i3.2

4.1, i4.2, i4.3

5.1
Level i3 iAward iin iChildcare iand iEducation i(VRQ) iWorksheet
iUnit i1

Unit i1 i–Child idevelopment ifrom iconception ito iseven iyears

Outcomes i1.1, i1.2, i1.3 i- iBy ithe iend iof ithese ioutcomes, iyou iwill ibe iable ito
iunderstand idevelopment ifrom iconception ito ibirth iand iroutine iscreening

iprogrammes iin ithe ifirst iyear iof ilife.

1.1 Describe istages iof idevelopment ifrom iconception ito ibirth.

Provide ian iaccurate idescription iof idevelopment ifrom iconception ito ibirth. i iThe
idescription imust iidentify ithe istages iof idevelopment.

When ia ibaby iis ifirst iborn, iit iis icalled ifetus. iIn ithe ifirst ifour iweeks ibefore iconception, ithe
ifetus iwill idevelop islowly ithrough ithe ispinal icord, inervous isystem, iheart iand iheart. iFor

ieight iweeks ifeta iflour iwill iusually irun iin iamniotic ifluid iand iwill ibegin ito imash itogether iwith

iface iand ihands ifor iup ito ithree imonths. iThe ifetus iwill ibe iable ito ismile, imassage, isuck,

iswallow iand iurinate. iThe igender iof ithe ichild imay ibe icurrently iidentified. iFor ifour imonths,

ia ibaby iwill ibe i6 iinches itall. iThe ibag iwill istart ito ibon. iFor ifive imonths, ieyebrows iand

imembranes iwill iform. iBy isix imonths, ia ibaby iwill ibe i11 ito i14 iinches itall iand iweigh i1lb. iFor

iseven imonths, ia ibaby iwill ibe i15 iinches itall. iFor ieight imonths, itwo iwill ibe iborn. iIn ithe ilast

ifour iweeks iof ipregnancy, ithe iaverage ibaby iwill irise iover i20 iinches. iHeight iand iweight

iabout isix ito iseven ipounds.

1.2 Explain iroutine ichecks icarried iout iduring iantenatal icare, ipostnatal icare iand
ithe ifirst iyear iof ilife.

An iaccurate iexplanation imust iinclude ithe iavailable iroutine ihealth iand

idevelopment ichecks, iassessments ifor imother iand ibaby ifrom iconception

iuntil ibaby iis i12 imonths i

When ia iwoman ibecomes ipregnant, ishe iwill ibe iasked ifor ivarious imedical
itests iand itests iduring iher ipregnancy. iThis iis iknown ias. iN idetection. iThe ifirst

Antenatal iof ithese itakes iabout i10-12 iweeks. iOnce ia ibaby iis iborn, iregular ipostnatal

iCare
itesting iis idone itoday iand iduring ithe ifirst iyear iof ilife. iMay iinclude iprevious

ichecks. iMaternity itests ifor ianaemia, ired iblood icells isymptoms, iand ihepatitis

iB ivirus iand irubella isensitive ipregnant iwomen iwill ialso ibe iscreened ifor

idiabetes. iParticularly ifor ithose iwho ihave ihigh irisk ifactors, isuch ias iBMI iover
 30, ior ipre-adolescent idiabetes. iOne iby ione iSet iup iset iCitizens.. iInfectious
i

iDiseases, iA iChild's iUltrasound iScan iWill iknow itheir ilength iand iits iposition.

iPostoperative iCare i- iIncludes iregular icheck-ups ifor iboth imother iand ibaby

ito iensure itheir igood ihealth. iPuppet ifamilies iusually ivisit ithe imother's ihouse

iwithin ia iweek iof ibirth. iThe isecond ivisit imay ibe i14 idays iafter ithe ibirth iof ithe

imother iand ithe ithird ivisit imay ibe i4-6 iweeks iafter ithe ibirth.

A ipost-natal icheck-up iwill ibe idone iso ithat ias ithe imother's iblood ipressure
irises iher ihealth iwill ibe ichecked ito isee iif ishe iis irecovering iand ithere iis isevere

Postnatal ibleeding. iTheir imental ihealth iwill ialso ibe ireviewed ilater ifor isymptoms iof
iCare
idepression. in iPsychiatric icheck-ups iassesses ia ichild's ihealth ilater, iincluding

isleep itests, ithe iextent ito iwhich ihe i/ ishe iis ieating, iincluding ihis i/ iher ibowel

imovements, iweight iand igeneral iphysical iand icognitive idevelopment, iheart,

iboy ifor i- itaking iexams. iDuring ithe ifirst iyear iof ian iinfant's ilife. iIt iwill ihave

iregular ireviews ifor iits ihealth iand idevelopment. iThese istudies iensure ithat ithe

ibaby istays ihealthy iand iprogresses inormally. iThe ireview iwill iusually ibe idone

iby ia ihealth iobserver. i iReviews ican ibe idone iat ihome ior iat iGP isurgery, ithe

iwhole ipaediatric iclinic, ior ithe ipaediatric icentre iDuring ithe ireview, ihealth

iobservers idiscuss ichild idevelopment. iChildren iwill ibe igiven iweight iregularly

iand itheir ilanguage iand ilearning idevelopment, isafety, idiet iand ibehaviour

iwill ibe idiscussed.

During ithe ifirst iyear iof ia ichild's ilife, ithere iare iseveral ifactors ithat ican
iinfluence ihis ior iher idevelopment. iA ichild iwho igrows iup iin ian ienvironment iis

First iYear iessential iand iessential ito inurturing. iThe ienvironment imust ibe ihealthy,
iof iLife
ivibrant iand isafe. iParents ishould iencourage itheir ichildren ito iplay iwith iand

ispeak iwith ithem idirectly. iThe ichild iwill ihelp ithe ichild idevelop iemotionally

iand ibuild itrusting irelationships iwith ipartners iand iother iadults.

1.3 Describe ifactors ithat imay iimpact iupon ithe idevelopment iof ithe ibaby iduring ipre-
conception, ieach istage iof ipregnancy iand ithe ifirst iyear iof ilife iincluding ithe iimpact iof
ilifestyles, ihealth iand iwell-being

Provide ia idetailed idescription iof ithe ipotential ieffects ion ia ibaby iof ilifestyles, ihealth
iand iwell-being ion ithe ifollowing

There iare iseveral ifactors ithat ican iinfluence ihow ia ibaby idevelops iat
idifferent istages. iPre-pregnancy ifactors ican iaffect ia ichild's

Pre-conception idevelopment iafter ibirth. iThe ihealth iof ithe imother ibefore ipregnancy

iaffects ihow ithe ibaby idevelops. iIf ithe imother's ihealth iis ipoor, iit ican ibe

icomplicated iduring ipregnancy. iIf ithe imother iis iaddicted ito ialcohol ior
 iheavy idrinkers, iit imay ialso iaffect ithe idevelopment iof ithe ibaby.
iBreastfeeding ialso iaffects ithe ichances iof ipregnancy. iFruits iand iherbs

iprovide iessential ivitamins, iminerals iand iproteins ifrom imeat iand ifish,

iand idairy iproducts iprovide imothers iwith inutrients ithat iare iintended

ifor ipregnancy. iPregnancy iaffects ithe iimmune isystem iproperly, iso ia

ihealthy imother's iwomb iis isafe iand isecure ibefore iand iduring

ipregnancy.

Particularly iit iis iimportant ito imake isure ithat ithe ipregnant iwoman igets
ifolic iacid. iFolic iacid ideficiency ican ilead ito ibirth idefects. iThe ilevel iat

Each istage iof iwhich ia ipregnant iwoman iexercises ican iaffect ithe idevelopment iof ia
ipregnancy
ibaby iduring ipregnancy. i* iExercise iis ihelpful ibecause iit iimproves ithe

imental istate iof ithe imother iand iincreases ithe iflow iof ioxygen ito ithe

ifetus. iBut, iover-the-counter iwork ican ibe idangerous. iMost iexperts

irecommend ireducing ithe iintensity iof iexercise iduring ipregnancy.

iDuring ithe ifirst iyear iof ia ichild's ilife, ithere iare iseveral ifactors ithat ican

iinfluence ihis ior iher idevelopment. iA ichild iwho igrows iup iin ian

During ifirst iyear ienvironment iis iessential iand iessential ito inurturing. iThe ienvironment
iof ilife
imust ibe ihealthy, ivibrant iand isafe. iParents ishould iencourage itheir

ichildren ito iplay iwith iand ispeak iwith ithem idirectly. iThis iwill ihelp ithe

ichild ito idevelop iemotional iand ifoster itrusting irelationships iwith

iparents iand ifamily iwith iother iadults.

Outcomes i2.1, i2.2, i2.3 i– iBy ithe iend iof ithese ioutcomes iyou iwill iunderstand istages iand
isequences iof idevelopment ifrom ibirth ito iseven iyears.

2.1 Identify istages iand isequences iof idevelopment ifrom ibirth ito iseven iyears iin ithe
ifollowing iareas.

0-3: iAt ithis istage iof ithe iyear, iinfants iand ichildren iwill ibegin ito isee ithe
Cognition iworld iaround ithem. iThey ishould irecognize icolours iand ilearn ithe

inames iof ithings iand ipeople.

3-7: iAt ithis istage iof ithe iyear, ichildren iwill ilearn ito iread, ilearn iand iwrite
inumbers.

Neurological Even iwhen ia ibaby iis iborn iwith ithe ibiggest inerve icells iit iwill iever ineed.
iand ibrain iHeadlines iare inascent iand ioften iconnected ito idifferent iparts iof itheir

idevelopment ibrain. iOver itime, ithese iconnections iwill ifind itheir iway iinto

iconversations iwith ichildren iaround ithe iworld. iWhen ia ichild igrows iup

iand iexperiences ilife ias ia ichild itoday, itheir ibrains ibegin ito idisrupt

ithrough icontact iwith itheir ifamily iand iclose irelatives, iand ibecome

i"connected" iwith ieach iother iif ione ichild iand iYoung ichildren ido inot

iinteract ior iinteract iwith iothers, itheir ibrain icells iwill inot ibe iempowered.

iThey iwill ienhance ithe iexperience ithey ineed ito iexpand itheir iforeign

icortex. iTheir ilearning iprocess iwill ibe icompromised, iand ithey iwill inot

ibe iable ito imanage itheir iemotions iand ibehaviours. iIn ithe ifirst i3-5 iyears

iof ia ichild's ilife, idevelopment iprogresses ias iapproximately i90-95% iof

ibrain icells ipave ithe iway ifor imore isophisticated ibrain ifunctions. iBy ithis

iage, iif ia ichild's ineeds iare imet iwith iunderstanding, iguidance iand ilove

iand inurtured ithrough iclose icontact, itheir ibrain iwill iproduce ihormones

ithat iwill iprepare ithem ifor ilearning. iHelp iyou icreate iand icreate.

During ithis iphase i0-3 iyears, ieven itoday ichildren imay inot iunderstand
Speech, ithe ipeople, ibut ithey ishould ibe igiven ithe ichance ito iinterrupt itheir

ilanguage iand igrowth. iMost ichildren istart italking ifrom ithe iage iof ione.

icommunication

. iIn i2-3 iyears itheir ilanguage idevelopment iwill iincrease iexponentially.

At ithis istage, ichildren iaged i3-7 iwill igrow itheir igrowth iand ibecome
iinterested iin itheir ienvironment. iThey iwill iask ia ilot iof iquestions iand

iunderstand ithe ipast iand ifuture

Between ithis iage ithe ichildren iand iinfants ibetween i0-3 iyears iof iage iwill
Physical ifind igreat igrowth. iThey iwill ilearn ito iwalk iand ibegin ito iimprove itheir

imotor iskills. iKids istart ismiling iwhen ithey iare iabout i5 iyears iold. i

There iwill ibe ia isignificant iincrease iin ithe iage igroup iof i0-3 ichildren iand
 adolescents. iThey iwill ilearn ito iwalk iand ibegin ito iimprove itheir imotor
i

iskills. iKids istart ismiling iwhen ithey iare iabout i5 iyears iold. iThey iwill ibe

iable ito imaintaining ior icontrolling ion itheir iexcretory iactivities.

In ithis iphase iof i0-3 iyears, ichildren iand iadolescents iwill imake itheir
Personal, isocial ichildren iattached ito iparents iand icarers. iThey iwant ito ibe ifree iand iwork
iand iemotional. iat itheir iwill. iAt iseven ito ieight imonths, ithey ican ibe iirritated iif itheir

icentral iidea iis inot iwith ithem. iThey iwill irecognize iand itrust ipeople

ibetween ithe iages iof i8 iand i9 imonths.

At ithe iage iof i3-7 iyears, iat ithis istage ichildren iwill ibe iaware iof itheir
iidentity iand iestablish isocial irelationships iwith iother ichildren

2.2 Explain i`holistic` idevelopment.

Provide ia idetailed iexplanation iof ichildren’s i‘holistic’ idevelopment iwhich imust

iconsider:

Developmental imilestones iare iskills ithat ia ichild igains iat ia icertain

itime. iFor iexample, ilearn ito iwalk ithe idevelopment imilestone. iMost

Expected ipatterns ichildren ilearn ithese iskills ior idevelopments iat i9 iand i15 imonths iof

of
i development
i iage. i

for ichildren ifrom

i Milestones iare idesigned iin ithe istyle iof imilestones. iThis imeans ithat
ithe ichild imust idevelop isome iskills ibefore ideveloping ia inew iability.
birth
i i to i seven
iFor iexample, ichildren imust ifirst ilearn ito iwake iand istand ibefore
years
i
imoving. iEvery imilestone ithat ia ichild ireceives iis ibuilt ion ithe iprevious

imilestone.

Even iwhen ia ibaby iis iborn iwith ithe ibiggest inerve icells iit iwill iever
Neurological and ineed. iHeadlines iare inascent iand ioften iconnected ito idifferent iparts
i

ibrain idevelopment iof itheir ibrain. iOver itime, ithese iconnections iwill ifind itheir iway iinto

iin ichildren iconversations iwith ichildren iaround ithe iworld. iAs ia ichild igrows iup

iand iexperiences ilife iin ia iyoung ichild, itheir ibrains ibegin ito idisrupt iby

icontact iwith itheir ifamily iand iclose irelatives, iand ibecome

i"connected" iwith ieach iother iif ithe ichild iand ibaby itoday. iChildren

ido inot iinteract ior iteach ithemselves, itheir icells iwill inot ibe istrong.

iThey iwill ienhance ithe iexperience ithey ineed ito iexpand itheir iforeign

icortex. iTheir ilearning iprocess iwill ibe icompromised, iand ithey iwill

inot ibe iable ito imanage itheir iemotions iand ibehaviours. iIn ithe ifirst i3-

5 iyears iof ia ichild's ilife, idevelopment iprogresses ias iapproximately

 90-95% iof ibrain icells ipave ithe iway ifor imore isophisticated ibrain
i

ifunctions. iBy ithis iage, iif ia ichild's ineeds iare imet iwith iunderstanding,

iguidance iand ilove iand inurtured ithrough iclose icontact, itheir ibrain

iwill iproduce ihormones ithat iwill ihelp ithem icontrol ithe iconditions

ithat ithey iare iready ito ilearn iand icreate ihelp.

The iimportance iof ia isystem iis ithat ichildren ilearn idifferent ithings iat
idifferent istages, ifor iexample. iWalking, italking, imotor iskills, ietc.

The iChildren's idevelopment iin iall iareas iof idevelopment. iChildren iwill

iinterdependency
ioften ifollow ithe isame ipattern iof idevelopment, ibut ithe irate iat iwhich

iof idifferent iareas ithey idevelop imay ivary.

iof idevelopment

2.3 Explain ifactors iwhich iinfluence ichildren’s idevelopment.

Include ian iexplanation iof iinfluences ion idevelopment iwhich imush iinclude ithe
ifollowing: i i i i i i

The idevelopment iof ia ichild iwill ibe iinfluenced iby imany ifactors. iA
iseries iof ipersonal iand iexternal ifactors ithat iinfluence ia ichild's

Biological iFactors idevelopment. iThey iinclude ihealth. iIf ichildren's ihealth iis ipoor, ithey

iwill inot ibe iable ito igrow iat ia inormal irate. iMaybe ithey ineed iextra

icare iand ihelp. iThey ican ireduce ithe irate iof igrowth iin ilearning

idifficulties, ias ichildren iand ichildren ido inot iunderstand itasks iand

iwords. iThey imay inot ibe iaware iof itheir ienvironment ior imay ifind iit

idifficult ito imake iconnections iand idifficult ito iunderstand isocial

ivalues. iFamily ienvironment iA igood ifamily ienvironment iwill inourish

ithe ichild iand iensure ithat ihe ior ishe igrows iat ithe icorrect irate iand

icontinuity.

Family ienvironment iA igood ifamily ienvironment iwill inurture ia

ihealthy iand iunderstanding ichild iand iensure ithat ithey igrow iat ithe

Environmental icorrect irate iand icontinuity.

iInfluences

There iare itwo iperspectives ion ichild idevelopment i- inature iand ithe
 upbringing. iNature ireflects ithe ibiological ior iinherent iinformation
i

Nature iv iNurture ithat iinfluences ithe idevelopment iand ieducation iof ichildren. iDay-to-
iDebate day iconversations iabout iparenting iare iintroducing ichildren ito itheir
ienvironment. i

iSome iinherited iabilities iappear iin ialmost iall iof ithem. iIt iis ibelieved

ithat iall ichildren ihave ithe iability ito iwalk, iunderstand ithe ilanguage,

iimitate iothers, iand iuse isimple itools. iThis ishows ithat iall ichildren

ihave ia iset iof iuniversal ihuman igenes ithat iallow ithem ito igrow iin ithe

iright ienvironment. iIt iis iclear ithat inature iis iresponsible ifor iraising

ihealthy, iwell-disciplined ichildren. iIt iis ithe iimprovement ithat iplays

ian iimportant irole iin ithe iearly istages iof ihuman idevelopment.

iResearch iconcludes ithat iearly ihuman idevelopment iis ifaster iand

imore ifocused ion inurturing, ibecause iit irelies ion iskills iprovided iby

inature.

iNature iis inatural ifor ia inormal iand ihealthy ifetus ito idevelop, ibut iit

idoes inot icompletely iproduce ithe imadness iin ian iintelligent, ior iold,

ior iathletic iadult. iThis iis ionly ipossible ithrough ithe iexhibition ithat

ifosters ia ichild.

Outcomes i3.1, i3.2 i- i i iBy ithe iend iof ithese ioutcomes iyou iwill iunderstand itheory iand
ieducational iframeworks iwhich iinform iknowledge iand iunderstanding iof iEarly iYears

ipractice.

3.1 Describe itheoretical iperspectives iin irelation ito:

Jane iPaget, ia iwell-known ipsychologist, ibelieves ithat ichildren's

ithinking iand ilearning iare idependent ion itheir idevelopmental

Cognitive idevelopment idirection. iHe ibelieved ithat ilearning iwas ibased ion iexperience,

iand ithat ichildren ihad itheir iown ilogic ithat igrew iover itime.

iGeneral iChat iLounge.

Naum iChomsky iis ia ichampion i'natural' iexpert, iwho ibelieves

Speech, ilanguage iand ithat ilanguage iis ian iexpert ithat iis inatural iand inatural. iThey
icommunication ithink ithat ichildren iare iborn iwith icertain ibehaviours, iabilities

idevelopment iand icharacteristics ithat iare inatural ito ithem iand ispeech iis ione

iof ithem. iBehavioural itheorists ibelieve ithat iall ichildren iare

iborn iwith ithe isame iabilities iin ispeech, ilanguage iand

icommunication, iand ithat ianything ican ibe ilearned ito ia ichild.

 iShe ibelieves ithat ithe iprocess iof irepetition iand iobserving
iothers ihelps ichildren ilearn iand idevelop iabilities. iThe imore

ikids iobserve iand ibehave icertain ibehaviour, ithe ibetter ithey

iwill iget iat iit.

There iare itwo iperspectives ion ichild idevelopment- inature iand

Physical idevelopment ithe iupbringing. iNature ireflects ithe ibiological ior iinherent

iinformation ithat iinfluences ithe idevelopment iand ieducation

iof ichildren. iDay-to-day iconversations iabout iparenting iare

iintroducing ichildren ito itheir ienvironment. iSome iinherited

iabilities iappear iin ialmost iall iof ithem. iIt iis ibelieved ithat iall

ichildren ihave ithe iability ito iwalk, iunderstand ithe ilanguage,

iimitate iothers, iand iuse isimple itools. iThis ishows ithat iall

ichildren ihave ia iset iof iuniversal ihuman igenes ithat iallow ithem

ito igrow iin ithe iright ienvironment. iIt iis iclear ithat inature iis

iresponsible ifor iproducing ihealthy, iwell-disciplined ichildren. iIt

iis ithe iimprovement ithat iplays ian iimportant irole iin ithe iearly

istages iof ihuman idevelopment. iResearch iconcludes ithat iearly

ihuman idevelopment iis ifaster iand imore ifocused ion inurturing

ibecause iit irelies ion ithe iskills iprovided iby inature. iNature iis

inatural ifor ia inormal iand ihealthy ifetus ito idevelop, ibut iit idoes

inot icompletely iproduce ithe imadness iin ian iintelligent, ior iold

ior iathletic iadult. iThis iis ionly ipossible ithrough ithe iexhibition

ithat ifosters ia ichild.

There iis ia irange iof itheoretical iclasses ithat idiscuss ihow

Social iand iemotional ichildren idevelop isocially iand iemotionally. iEric iErickson i(1956)
idevelopment iidentified iseveral istages iof idevelopment, iknown ias ithe i"half

istages iof iman". iThe ifirst ifour isteps iare irelated ito ithe ichild's

isocial iand iemotional idevelopment. iLevel i1 i- iLearning ibasic

iconfidence iin ibasic itrust iis ithe ifirst istep ifrom ione iyear ito ithe

inext. iNursing iand iloving ia ichild idevelops iconfidence, isafety

iand ia icore ihope. iThe ichild iwill ibe iinsecure iand idistrustful. iThe

isecond iphase iof ilearning iis iautonomy ivs. ilearning. iIt itakes

ibetween itwo iand ifour iyears. iThe ichild iof ithe i"good iparent"

iwill itake ithe istage iwith ia inew ifundraiser iabout ihimself. iThose

iwho iare ineither igood iparents inor.

 Explain ithe iimportance iof ireassuring ichildren, iyoung ipeople iand iadults iof ithe
3.2 iconfidentiality iof ishared iinformation iand ithe ilimits iof ithis i i i

Provide ia idetailed iexplanation ito ishow ihow itheoretical iperspectives, iwhich imust iinclude
ian iexample iof ihow

-Child idevelopment itheory

- iPhilosophical iperspectives i(early ieducators)
Have icontributed ito icurrent iearly iyears iframeworks

Developmental iideas iand idevelopmental isupport iframeworks ifor

A ichild ichildren iare iextremely iimportant ito ichildren iwho iwork iwith ichildren. iIt iis

idevelopment iintended ito ihelp ichildren iunderstand ithe ichildren, itheir iconditions, itheir

itheory ibehaviour iand ithe iway ithey ilearn. iDifferent itheories i(as idescribed

iabove) iinfluenced iearly iyears, isuch ias ithe iEarly iYears iFoundation iStage

i(EYFS). iIt iis iused iin iall ichildcare isettings. iSome iideas iand itheir iideas ican

ihave ia ibig iimpact ion icurrent ibehaviour. iNumber ione iis idiscussed ibelow

Today's ichildhood ieducation imeans ithe iconcept iand ipractice iof

ieducating iyoung ichildren itoday iin ia ibroader isense. iThis iincludes iadult

A ieducation ifor ivery ifew ichildren, iespecially inot, iespecially ibecause iof

iphilosophical
iteacher ieducation, iso ithat iteachers ican ifind ibetter iways ito ilearn iby

iperspective
iemphasizing istrategies. iThis iis iwhere ithe istudy itakes iplace. iGlobally,

ichildhood ieducation iis ialso iconsidered ian iimportant iplatform iof ipublic

ieconomic iand isocial ipolicy, iand ichildren iand ifamilies ican ibe iimagined iin

ithe ipress iand ifuture ihearing. iRecognizes ithe istarting irole. iIn ithis iregard,

ithe iprinciples iof ieducation iin ithe iearly iyears iare ialigned iwith ithe iways iof

iraising ichildren. iIt iis ibelieved ithat iwell-meaning iadults iwho iclaim ito

iknow ihow ito ipromote ithe idesired iresults ifor ieveryone. iWhat iis ithe ivalue

iof ithe ivalue iof iknowledge? iTeachers iwho ishape ithe ieducation iof

ichildhood ichildren iand itheir iexistence itoday iare iseen ias i"magic ibullets"

ifor isocial ireforms iin imany icountries.

Outcomes i4.1, i4.2, i4.3 iBy ithe iend iof ithese ioutcomes iyou iwill iunderstand ithe irole iof
ithe iEarly iYears ipractitioner iwhen ipromoting ichild idevelopment ifrom ibirth ito iseven

iyears.

4.1 Discuss ithe irole iof ithe iEarly iYears ipractitioner iwhen ipromoting ichild idevelopment
iin irelation ito:
 It iis ia iterm iused ito idescribe ichanges iin ichildren's
ithinking iand iunderstanding iwhen ithey igrow iup. iAll

Cognitive idevelopment icognitive idevelopment iclosely iaffects ia ichild's ilearning

iability. iThe irole iof ichildcare iprofessionals iis ito

irecognize iand ievaluate isuch iprogress iin ithe ichild, iand

ito iintroduce inew iways i(and ihow) ito ipromote ichild

idevelopment. iJane iPuget icreated ia icomprehensive

idepartment ifor ithe idevelopment iof ichildren iin ithe

icontext iof ia ichild's iconstant icontact iwith ithe ioutside

iworld. iAccording ito iPaget, ia ichild iconstantly i'corrects'

iwith ithe iworld ito imeet ihis ineeds iand ialso iworks iwhile

isleeping iin i'new isituations' iso ithat iany inew iknowledge

ithat ihas ialready ibeen iunderstood ican ibe ireconciled.

iThe ischema iand ibalance iin imore imain iconcepts iare

icentral ito iPuget's itheory. iThe ischema iis ia imodule ithat

ibatch idevelops iand iupdates iconstantly, iincreasing iits

icomplexity. iBalance igives ieach ichild ia inew ipiece iof

iknowledge i- ithrough ihousing iand iattachment i- ithat

ithey ialready iknow. iThis itheory iteaches i'trial iand ierror'

ias ia ibrain ieffort ito imaintain ia ibalanced istate iof

imindfulness iwhile ilearning inew ithings. iBeginner-year

iprofessionals iwill imost ilikely imeet iwith ichildren iat ithe

i'sensory imotor' istage iof ibirth i(2 iyears iafter ibirth), ior iat

ithe i'pre-natal ipractice' istage i(2-7 iyears). iThe isensory

imotor istage iis icharacterized iby ian iattempt ito

itranscend ithe ichild's isenses.

This iskill iis ivery iimportant ifor iall ichildren. iWithout ithese
Speech, ilanguage iand iskills, ithey iwill inot ibe iable ito itake ifull iadvantage iof

icommunication idevelopment ithem. iBeginner ibabies iare ivery iimportant ito ihelp

idevelop ithese iskills. iA ichildcare istaff ican iwork iwith iher

ito iinteract iand iprovide ia ideveloping ienvironment ifor

itoday's ichildren. iThis iwill istill ihelp ithem iin ibuilding iup

ifor itheir idevelopment iand ipromotion. iIt iis ivery

iimportant ifor iconversation iand ilanguage

idevelopment, ias ithey iare iencouraged ito iengage iin

ibooks iand ireading. iIt iis ialso iimportant ifor ia

ipractitioner ito iidentify iwhen ia ichild imay ihave idifficulty

icommunicating.

Children iup ito ithe iage iof ifive ineed ito ibe iphysically
Physical idevelopment iactive ion ia idaily ibasis. iKids ineed ito iexplore itheir
 environment iand ithey iwant ito ibuild inaturally iwith itheir
i

iphysical iability ifor ithe igreater ipart iof itheir iday.

iHowever, iwell-structured, ipractical iactivities iwill

istimulate itheir idevelopment. iThese iactivities ishould ibe

iinteresting ifor ichildren ito ikeep ithem ibusy.

iPractitioners ineed ito ibe iaware iof ithe iskills ithat ichildren

ineed ito iacquire iin ithe iearly iyears, isuch ias itheir imotor

iskills iand iexcellent imotor iskills. iIn ipractice ithe imost

ieffective iway ito ido ithis iis ito isurround ibasic iphysical

iabilities. iFor iexample, ijumping, idrifting, ibending,

isleeping, ijumping iand icatching. iChildren ialso ineed ito

ilearn isocial iskills isuch ias ilifting ia ibar, idoing ipairs iand

ifollowing ithe irules.

Personal idevelopment iis iabout ihow ichildren

iunderstand iwho ithey iare iand iwhat ithey ican ido. iSocial

Social iand iemotional

idevelopment idepends ion ihow ichildren iperceive

idevelopment
ithemselves iin irelation ito iothers, ihow ithey imake

ifriends, iunderstand ithe iprinciples iof isociety, iand ihow

ithey itreat iothers. iChildren's iemotional idevelopment

iinfluences ihow ithey ifeel iabout ithemselves iand iothers'

ifeelings iand ienhances itheir iability ito igrow.

iPractitioners iinclude ihelping iyoung ichildren itoday,

ideveloping itheir isocial iskills, imanaging itheir iemotions

iand ibehaviours, iand icontrolling itheir iemotions iand

iunderstanding iappropriate ibehaviours iin igroups.

iToday's ichildren iand ichildren ineed ithe ihelp iof iothers i-

iparents, icaregivers iand ifamilies i- ito icontrol itheir

iemotions. iThis ihelp, iwith iconstant ihelp, iwill ihelp iyou

iunderstand ibasic iemotions, icontrol itheir ieffects, iand

ilearn ihow ito icontrol iyour iemotions.

Evaluate ithe irole iof ithe iEarly iYears ipractitioner iin isupporting ichildren’s iholistic
4.2 idevelopment.

Children ialso ineed ito ifeel iemotionally iand iphysically isatisfied iso
The ibenefits iof ithat ithey ican ilearn ieffectively. iHelping ichildren ito ilearn ihow ito
ieffective isupport imanage iand imanage itheir iemotions iin itheir ichildren's ilearning iis ian

ion ichildren’s iimportant ipart iof ilearning ito iensure isuccess iand isuccess iin itheir

iholistic ichild. iDifferent iaspects iof ia ichild's idevelopment iare iinterconnected

idevelopment iand iinterconnected, iso ithey iwill ibe iimportant ifor ithe ioverall
 development iof ieach ichild.
i

The irole iof ichildcare ipractitioners iin ichild idevelopment icannot ibe
i

iunderestimated. iChildren iwho iare ipassive irole imodels ior

ipractitioners imay ihave ilower irates iof idecline iin idifferent iareas.
i

For iexample, iChildren iwho ihave ilimited iopportunities ito idevelop

itheir icommunication iskills, idue ito ipoor icommunication iskills iwith

itheir ichildcare istaff, imay ialso iexperience ipoor ibehaviour ior ipoor

iattention ibecause ithey iare ifrustrated iwith iability. iGo ito iThe isecond. i

Such isupport iaffects ichildren, ibut ialso ithe ienvironment iin iwhich
The ipotential ichildren ilive iand, ias ia iresult, itheir idevelopment. iTherefore, ithe

iconsequences ion ioverall idevelopment iof ichildren ishould ibe iguided iby ithe iprinciple

ichildren’s iholistic iof iearly iintervention iin ichildren, iin iwhich ithe i"child" iis iencouraged.

idevelopment iof iTherefore, iwith ithe iintention iof imeeting ithe iinitial istimulus, ihealth,

iineffective isupport ilearning iand inutritional imaintenance iintentions, ithere iis ia iholistic

idevelopment iin ithe iprotection iof ichildren itoday.

4.3 Analyse ihow iworking iin ipartnership:

By iworking itogether, iparents ialong iwith istaff ican

ienhance ichildren's ilearning iand idevelopment. i iThe

Enhances ichildren’s ilearning ipractice iof ipartnership ibetween ithe itwo iis iessential ifor
iand idevelopment.
iboth ipractitioners iand iparents iworking itogether iwith

ichildren iand iincreasing ithe ilearning ioutcomes iof

ichildren.

They ivalue iand ihonour itheir ichildren iand icontribute

Values iparents/carers’ imore ito ithe ieducation iand idevelopment iof itheir

icontributions. ichildren. iSharing iinformation iabout itheir ichildren.

iThey ifeel ithat itheir ifamily ivalues, ipractices, itraditions

iand ibeliefs iare iconsidered iand itaken iinto iaccount.

iFeel ifree ito italk, iand iplan ia ivisit iwith ipractitioners.

iLearn imore iabout iyour ichildren's iexperiences ioutside

ithe ihome iand iuse ithis iinformation ito isupport itheir

ilearning iand idevelopment imore ieffectively.

iUnderstand iwhy icare iand ieducation iare iso iimportant

 iin iearly ichildhood. iParents ihave ilost iconfidence iin
itheir iabilities.

Outcomes i5.1 iBy ithe iend iof ithese ioutcomes iyou iwill iunderstand ihow ito iplan
iopportunities ifor ichildren’s ilearning iand idevelopment ifrom ibirth ito ifive iyears.

5.1 5.1 i i iResearch iand iplan itwo i(2) iopportunities ito isupport ithe idevelopment iof
ichildren ifrom ibirth ito ifive iyears. i iEach iopportunity imust isupport ia idifferent iarea iof

idevelopment iand irange ibetween ibirth iand i5 iyears

Use ithe ibelow ias ian iexample ifor iyour iactivity iplans

Activity iDescription Age iRange Areas i of Role iof iPractitioner

iDevelopment

Painting iActivity 4-5 iyears Physical i– ifine imotor Setting iup ithe

iskills iequipment

Used ithe i4 iprimary Review iall iequipment

icolours iwith Social i– itaking iturns ineeded ilike ibrushes,
isponges iand ipaper ipaint ipots, ipaper ietc

ito imake ia ipicture i Cognitive i– imixing

icolours Health iand iSafety
Lids ion ipaint, iwater
ietc

Language ito ibe iused

Paint, imix, icolours ietc
In i5-6 iyears, iexpect iintense iemotions, iindependence,
ifriendship iand isocial iplay, imany ithings, ibetter iphysical

Cognitive idevelopment icoordination, iand imore. iIt's ibetter ito iplay iwith iyour

ichild's idevelopment, ido isimple itasks, ipractice

iclassroom ibehaviour, istay iup-to-date iand italk iabout

ifeelings.

The idevelopment iof ispeech iand ilanguage iis

Speech, ilanguage iand iconcerned iwith ithe iacceptance iof isingle ilanguage

icommunication idevelopment i(ability ito iunderstand iwords iand isounds) iand

iexpressive ilanguage i(ability ito iuse ispeech, ispeech iand

igestures ito iexplain).

Your i5-year-old iis ileft ibehind ipotentially iannoying iand

Physical idevelopment ihe iis itrying ito ibe imore iintegrated iand iprecise iin ihis
 imovements iupon ientering ihis ischool iyears. iBy ithe iage
iof i5, imany ichildren iwill istart ito ilook iless ilike ipearls iand

iwill ibecome imore ilike ithem.

iThis iis iwhen ichildren istarted igrowing irice iand igaining

imuscle. iSome imilestones iin ithe iexpansion iinclude

igaining ifour ito ifive ipounds, igaining itwo ito ithree

iinches, iand igaining i20/20 iweight.

In i5-6 iyears, iexpect iintense iemotions, iindependence,

Social iand iemotional ifriendship iand isocial iplay, imany ithings, ibetter iphysical

idevelopment icoordination, iand imore. iChild idevelopment iis iwell-

paid, ieasy ito iwork iwith, ipractice iclassroom ibehaviour,

iup ito idate iand italk iabout iemotions.

Learner ideclaration iof iauthenticity:

I ideclare ithat ithe iwork ipresented ifor ithis iunit iis ientirely imy iown iwork iand ihave iread iand iunderstood ithe
iplagiarism iand imalpractice ipolicy.

Learner iName:

Learner isignature: i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i iDate:

Assessor isign ioff iof icompleted iunit: iTDA i3.1

I iconfirm ithat ithe ilearner ihas imet ithe irequirements ifor iall iassessment icriteria idemonstrating iknowledge iand
iskills ifor ithis iunit.

Assessor iname:

Signature: i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i iDate:
Harvard Referencing Grid
i i

Bibliography i- iReferencing ifor ia iBook, iVideo, iNewspaper iand iArticles ior iwebsite

Author Year iof Title iof ibook ior Place iof Publisher Date
iName iPublication iwebsite ipublication ior iAccessed

iSource

Example: 2001 Teaching London Hodder 12th iMarch

KAMAD iAssistant’s iEducation i2017

iHandbook iLevel i3
References:
Barbara (2013) Child development ,  Available
at:https://www.hellomotherhood.com/article/217876-child-development-
stages-from-birth-to-7-years/ (Accessed: 2020).
Dr. John (2018) Understand to Child development solutions ,  Available
at: www.pearsonschoolsandfecolleges.co.uk › ...PDF Understanding
children's development - Pearson Schools ... (Accessed: 2020).
Kathrine Elizabeth (2018) Child development ages and stages, Available
at: https://www.ccrcca.org/parents/your-childs-growth-and-development (A
ccessed: 2020).
Rebecca (2019) Monitor children development and care, Available
at: https://www.healthline.com/health/childrens-health/stages-of-child-
development (Accessed: 2020).
Sam (2018) Ages and stages child c , Available
at:https://childdevelopmentinfo.com/ages-stages/#gs.k23xwi(Accessed:
2020).