The Holistic Development of a Child During the Early Years Educators Assignment

Assignment Task

Understand Children’s Holistic Development for Early Years Educators

Introduction

The aim of this unit is to provide learners with an understanding of expected patterns of babies and children’s development and will enable them to gain an understanding of the rate and sequence of development. The learner will obtain an understanding of how development can be affected by individual circumstances and a child’s stage of development. The learner will gain an understanding of the importance of holistic development in relation to areas of development.
The following amplification provides requirements for centres regarding the assessment coverage and depth for each of the emboldened areas within the assessment criteria.

Children/Children’s

The use of the words ‘children’ or ‘children’s’ within this unit refers to babies and children up to 7 years of age in accordance with the early years foundation stage (EYFS).

1.1 Areas of development include:

• cognitive
• speech, language and communication development
• literacy and numeracy
•  physical
• emotional
• social
• neurological and brain development

For each of the above, learners must explain the area of development, for example, the typical skills associated with each area.

1.2 The 5 stages of development include newborn, infant, toddler, preschool and school age.

1.3 and 1.4 Explain the expected patterns of children’s development from birth to 7 years in the following areas of development
Learners must refer to the 5 stages of development for babies and children up to 5 years old for

1.3, and they should refer to children aged 5 to 7 years old for 1.4, explaining the expected patterns for each area of development (cognitive, speech, language, and communication development, literacy and numeracy, physical, emotional, social and neurological and brain development) for each stage.
Expected patterns: these are the expected timescales in which we would typically see a child achieve a developmental milestone.

2.3 Individual circumstances (a minimum of 5 must be covered) include both prenatal and postnatal factors, as well as those that are intrinsic (health, sensory impairments and disability), as well as factors that are extrinsic to the child (family environment, poverty and deprivation).
Learners must analyse how individual circumstances affect children's learning and development, for example, if a child has additional health or sensory requirements, the learner must analyse how their development may be affected.

Question:

1.2 Outline the 5 stages of development

1.3 Explain the expected patterns of babies and children’s development from birth to 5 years in the following areas of development:

• cognitive
• speech, language and communication development
• literacy and numeracy
• physical
• emotional
• social
• neurological and brain development

1.4 Explain the further development of children aged 5 to 7 years in the following areas of development:

• cognitive
• speech, language and communicationdevelopment
• literacy and numeracy
• physical
• emotional
• social
• neurological and brain development

1.5 Explain the difference between rate of development and sequence of development

1.6 Explain the benefits of understanding the expected patterns of development when supporting babies and children

2.1 Describe methods used in own early years setting to identify the stages of development of children

2.2 Analyse how the stages of development affect babies and children’s learning and development

2.3 Analyse how individual circumstances affect babies and children’s learning and development

2.4 Analyse the consequences of babies and children failing to meet learning and development goals

Understand Theories of Child Development and Attachment for Early Years

The aim of this unit is for the learner to develop an understanding of the theories of child development and the philosophical approaches that underpin children's learning and development. The learner will analyse how these theories and philosophical approaches influence their practice. They will also gain an understanding of the significance of attachment regarding children's wellbeing, learning and development, and how early years educators can promote attachments in the early years setting.
The following amplification provides requirements for centres regarding the assessment coverage and depth for each of the emboldened areas within the assessment criteria.
Children/children’s
The use of the word ‘children’ or ‘children’s’ within this unit refers to babies and children up to 7 years of age in accordance with the early years foundation stage (EYFS).

1.1 Theories: Learners must include a minimum of 5 theories. These may include, but are not limited to:

• cognitive (Piaget)
• psychoanalytic (Freud)
• humanist (Maslow)
• social learning (Bandura)
• operant conditioning (Skinner)
• behaviourist (Skinner)
• classical conditioning (Watson)
• social constructivist (Vygosky)
• psychosocial (Erikson)

1.2 Philosophical approaches: Learners must include a minimum of 5 philosophical approaches. These are statements of the centre's goals, beliefs and values about the nature of child development, the role of childcare and the methods and goals of education. Philosophical approaches may include, but are not limited to:

• Essentialism
•  Progressivism
• Constructivism
• Conservatism
• Waldoph Steiner (spiritual research)
• Forest school
• Montessori education

1.3 and 1.4 Practice: Learners must analyse how theories and philosophical approaches from assessment criteria 1.1 and 1.2 influence practice in relation to:

• children’s behaviour
• facilitating enabling environments (areas with a wide, varied space where risks are minimised and well-managed, and children are protected from harm or abuse)
• The roles of practitioners

2.3 Attachment theories: Learners must include a minimum of 2 attachment theories, which may include:

• Attachment theory (Bowlby)
• Strange situation experiment (Ainsworth)
• Learning theory of attachment (Bowlby)

Question

2.1 Define the term attachment in relation to child development

2.2 Describe different types of attachment

2.4 Justify the significance of attachment on children’s wellbeing, early learning and development

2.5 Explain how to promote healthy attachments in early years settings

2.6 Explain own role and responsibilities in promoting healthy attachments in early years settings

Principles of Safeguarding and Protecting Babies and Young Children for Early Years Educators

The aim of this unit is for learners to understand the legislation, requirements and guidance relating to safeguarding, confidentiality, promoting the welfare of children. The learner will develop an understanding of when and how to share information confidentially. The learner will gain an understanding of the policies and procedures for safeguarding in their early years setting and will understand their role and responsibilities in relation to safeguarding and security. The learner will understand different types of abuse and the signs and symptoms of abuse. The learner will understand risk factors which may increase the child’s risk of harm and abuse. The learner will develop an understanding of who and how to report safeguarding concerns and what to do if safeguarding issues are not addressed.
The following amplification provides requirements for centres regarding the assessment coverage and depth for each of the emboldened areas within the assessment criteria.
Children/Children’s
Use of the word ‘children’ or ‘children’s’ within this unit, refers to the babies and children, up to 7 years of age, in accordance with the early years foundation stage (EYFS).
1.1 Current legal requirements and guidance, including, but not limited to:

• Working Together to Safeguard Children 2018
• Children Act 1989
• What to do if you’re worried a child is being abused: Advice for practitioners
• Early years foundation stage (EYFS) statutory framework
• Keeping Children Safe in Education 2023
• The Counter-Terrorism and Security Act 2015
• Information Sharing: Advice for educators providing safeguarding services to children,
• young people, parents, and carers
• Early years educators: using cyber security to protect your settings
• 4.3 Risk factors, including:
• family or parental factors
• environmental factors
• child factors

5.6 Safeguarding concerns are not addressed:
When a safeguarding concern has not been acted upon, it is the practitioner’s responsibility to ensure the safety of the child. The learner must explain the actions that should be taken to ensure that safeguarding concerns are being dealt with.

Question:

3.1 Define different types of abuse including:

• domestic
• neglect
• physical
• emotional
• sexual
• child-on-child
• child criminal exploitation (CCE) and child sexual exploitation (CSE)
• female genital mutilation (FGM)
• faith and belief abusebullyingcyber bullying and online abuse
• including grooming

3.2 Describe the signs and symptoms of different types of abuse including:

• domestic
• neglect
• physical
• emotional
• sexual
• child-on-child
• child criminal exploitation (CCE) and child sexual exploitation (CSE)
• female genital mutilation (FGM)
• faith and belief abuse
• bullying
• cyber bullying and online abuse including grooming

3.4 Explain the consequences of failing to recognise signs of a baby or child in danger or at risk of serious harm or abuse

4.1 Identify the difference between danger, harm and abuse to babies and children

4.2 Explain the policies and procedures to follow to safeguard and protect babies and children from danger, harm and abuse

4.3 Explain how to report safeguarding concerns

4.4 Explain the consequences of not following safeguarding and child protection policies and procedures correctly

4.5 Describe how to share information confidentially

4.6 Explain the actions to take when

safeguarding concerns are not addressed

Health, Safety and Security of Babies and Young Children for Early Years Educators

The aim of this unit is to provide the learner with knowledge of the legal requirements and guidance that the early years setting must follow in relation to health, safety and security. The learner will gain the knowledge and skills to take appropriate action in the event of a baby or child requiring medical or dental attention, as well as non-medical incidents or emergencies.
The learner will develop an understanding of the early years setting policies and procedures in relation to health and safety and will understand their role and responsibilities in relation to carrying out health and safety tasks, including reporting and recording. The learner will be provided with the opportunity to carry out risks assessments within the early years setting, identifying potential risks and hazards.

The learner will explore the factors to consider when planning healthy and safe environments both indoors and outdoors. The learner will develop their knowledge in common childhood illnesses, intolerances and allergies, including the signs and symptoms of them. The learner will gain an understanding of their roles and responsibilities in relation to the prevention and control of infections and will be provided with the opportunity to demonstrate their understanding and skills within this unit.
The following amplification provides requirements for centres regarding the assessment coverage and depth for each of the emboldened areas within the assessment criteria.
3.4, 4.4, 4.6 and 7.3 must be completed within a workplace environment.

Children/Children’s

Use of the word ‘children’ or ‘children’s’ within this unit, refers to the babies and children, up to 7 years of age, in accordance with the early years foundation stage (EYFS).
Simulation

Assessment criteria 4.4 can be simulated if the learner’s role does not include the completion of risk assessments.

1.1 Current legal requirements and guidance: Learners must explain a minimum of 4 (2 health and safety and 2 security (can be both legislation and policies) ), including, but not limited to:

• Health and Safety at Work etc. Act
• Early years foundation stage (EYFS) statutory framework
• Reporting of Injuries, Diseases and Danger Occurrences Regulations
• Control of Substances Hazardous to Health (COSSH) Regulations
• Fire Precautions (workplace) Regulations
• Health and Safety (first aid) Regulations
• The Food Hygiene Regulations
• Manual Handling Operations Regulations
• Data Protection Act
• Personal Protective Equipment at Work Regulations

2.4 Non-medical incident or emergency:

• gas leak
• power cut
• lack of heating and/or hot water
• missing child
• fire
• bomb threats
• extreme weather
• intruder

2.5 Explain your role and responsibilities in relation to security in the early years setting. Some examples of security measures that could be explained include:

• a staffed reception
• a visitors’ book
• a camera and phone policy on site
• regular fire drills
• secure windows and doors

4.1 Learner must include the following policies and procedures as a minimum and must refer to risk assessment and risk management, including reviews of risk assessments:

• health and safety policy
• risk assessment policy
• administering medicine policy
• accident and emergency procedure
• illness/infection disease and exclusion
• complaints procedure

4.2 Learners must identify a minimum of 15 potential risks and hazards in relation to the health, safety and security of children, visitors and colleagues, and it must include onsite and offsite visits and activities.

4.3 Learners must describe at least 8 factors to consider when planning risk assessments for healthy and safe environments.

4.4 Complete health and safety risk assessments:
Risk assessment could be completed for:

• a nursery room or building
• the garden
• an individual child
• outings

5.1 Learners must include a minimum of 10 childhood illnesses, intolerances and allergies.

5.2 Learner must include a minimum of 10 indicators of when a child may be injured, unwell, in
need of urgent medical attention or in need of urgent dental attention.

5.3 Medical/dental attention:

• toothache and oral infections
• mild illnesses:
  • sickness and diarrhoea
  • hand, foot and mouth infestations o chicken pox
  • head injuries
  • breaks
  • fractures
  • dislocations
  • cuts or wounds
• burns or smoke inhalation
• drowning
• seizures
• electrical shocks
• choking, suffocation and strangulation
• poisoning
• becoming unresponsive

6.1 Learners must include reference to the following medications:

• receiving
• storing
• recording
• administering
• safe disposal

Question

2.6 Explain how to report any security concerns or breaches

3.1 Describe own setting’s policies and procedures for maintaining accurate and coherent records

3.2 Explain how maintaining accurate and coherent records and reports ensures the needs of all children are met

3.3 Describe when to share information to ensure the needs of all children are met for:

• medication requirements
• special dietary needs
• health, safety and security
• accidents and incidents
• daily registers

4.1 Explain own setting’s policies and procedures for risk assessment and risk management

4.2 Identify potential risks and hazards in relation to health, safety and security of children, visitors and colleagues

4.3 Describe factors to consider when planning risk assessments for healthy and safe environments in early years

4.5 Explain the actions to take to manage risks and hazards in the early years setting

5.1 Identify the signs and symptoms of: 

• common childhood illnesses
• intolerances and allergies

5.2 Identify indicators that a child may be: 

• injured
• unwell
• in need of urgent medical attention
• in need of urgent dental attention

5.3 Explain own role and responsibilities in the event of a baby or young child requiring urgent medical and dental attention

6.1 Explain procedures to follow in the event of a baby or child requiring medication

7.1 Describe own role and responsibilities in relation to preventing and controlling the spread of infection including:

• hand washing
• food preparation and hygiene
• dealing with spillages safely
• safe disposal of waste
• using correct personal protective equipment
• knowledge of common childhoodillnesses and immunisations
• exclusion periods for infectious diseases

7.2 Explain the importance of prevention and control of infection in early years settings

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