Revision Booklet for Childcare Level 2 Unit 3 - Holgate Acintranet.holgate-ac.org.uk/homework/uploads... · Web viewThis will allow them to WRITE- this is part of their INTELLECTUAL

Revision Booklet for Childcare Level 2 Unit 3

Caring for Children

Exam Preparation

Prep 1- Holistic development

Prep 2- Physical development

Prep 3 – Intellectual development

Prep 4- Emotional development

Prep 5- Social development

Prep 6- Observations

Prep 7- Expected and unexpected events

Prep 8- Transitions

Prep 9- Sectors and settings

Prep 10- Early Years Care Values

Prep 11- Legislation

Prep 12- Inclusive practice

Prep 13- Study Skills

Social Sciences Page 1

Prep 1: HOLISTIC DEVELOPMENT

It is important to approach child development in an HOLISTIC way. This means exploring how a child develops PHYSICALLY, INTELLECTUALLY, EMOTIONALLY and SOCIALLY.

As a child develops in 1 area it can affect the development in another area. For example, a child develops FINE MOTOR SKILLS and so can hold a pencil in a pincer grip. This will allow them to WRITE- this is part of their INTELLECTUAL development.

When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing……. While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. They recognise the connections between children, families and communities and the importance of……relationships and partnerships for learning. They see learning as a social activity and value collaborative learning and community participation. An integrated, holistic approach to teaching and learning also focuses on connections to the natural world. (DEEWR, 2009).

Young children develop holistically. They need support in health, nutrition, care, protection, early stimulation and learning.

The importance of the HOLISTIC approach:

It helps build meaningful relationships

It recognises the importance of rest and sleep

It supports healthy eating

It makes sure that children are safe

Exam type question

It is important to observe the holistic development of children so that a. they can enjoy their play b. their routines can be followed c. they can have regular rest and sleep d. their needs can be met during a transition

Create a MINDMAP of the HOLISTIC approach

Prep 2- PHYSICAL DEVELOPMENT


This area of development focuses on the skills children develop using their large limbs; arms and legs and their small limbs; fingers and wrists.

There are 2 main groups of skills:

Gross motor skills- LARGE LIMB SKILLS

Fine motor skills- SMALL LIMB SKILLS

AGE GROSS MOTOR SKILL FINE MOTOR SKILL

NEW BORN REFLEXES

1 MONTH LIFTS UP CHIN, SOME CONTROL OF HEAD.

6 MONTHS CAN MOVE OBJECTS FROM ONE HAND TO ANOTHER. PICKS UP DROPPED TOYS IF THEY ARE IN SIGHT.

15 MONTHS CAN WALK WITH OUT HELP2 YEARS OLD KICKS A BALL.

2/3 YEARS OLS CAN BUILD A TOWER OF BRICKS.

2/3 YEARS OLD STANDS ON TOES, CAN RIDE A TRICYCLE.

EXAM STYLE QUESTIONS

A child aged 12 months usually can a. run b. kick a large ball c. sit without support d. build a tower of three bricks

A baby aged 3 months can usually a. start to crawl b. smile at a familiar adult c .offer toys to other children d. manage to feed using fingers

Create revision cards for Physical development at different ages


Prep 3- INTELLECTUAL DEVELOPMENT

This area of development is sometimes called COGNITIVE development. It looks at how the brain develops including memory as well as the emergence of language: speaking, reading and writing.

0 - 1 yr.

The baby can recognise the sound of parent's voice.

She also learns to focus her vision from the periphery or the corner of her eyes to the centre.

3 yr. Old Child

Identifies common colours such as red, blue, yellow, green

Can count 2 to 3 objects.

Has good self-knowledge, can understand the difference between self and younger children, but not between self and older children.

Can say his age.

He can make little stories from pictures or books.

Asks who, what, where and why questions.

Can put together a 6-piece puzzle.

Draws a circle and square.

Recognises common everyday noun.

Interested in similarities and differences.


4 yrs. Old

Can place objects in a line from largest to smallest

Can recognize some letters if taught, and may able to print own name.

Recognizes familiar words in simple books on signs (STOP sign)

Understands the concepts of "tallest, biggest, same, more, on, in, under and above".

Understands the order of daily routine (breakfast before lunch, lunch before dinner, dinner before bed time).

Learns name, address, phone number if taught

Name 6-8 colours and 3 shapes.

Has basic understanding of concepts related to number, size, weight, colours, textures, distance, position and time.

by the age of four can probably draw a person.

They still don't really understand things like height and size.

5 yrs. Old

Can place objects in order from shortest to tallest

Can understand comparative terms like big, bigger, biggest, sorts objects by size, more, less, same.

Counts up to 10 objects.

Understands before, after, below and above.

Has good attention span and can concentrate well.

Is project minded-plans buildings, play scenarios, and drawings.

Interested in cause and effect.

Understands the concept like yesterday, today and tomorrow.

Knows full name, address and age.

Loves to learn.

Can usually separate fact from fantasy.

LANGUAGE DEVELOPMENT


.

0-1 Year :

A baby's first attempts at communicating emotions and needs are through crying. Parents quickly learn how to differentiate hunger cries from those indicating tiredness or a wet diaper.

By three months, the baby will turn his or her head towards voices and recognizes parents' voices (e.g., stopping crying when parents are speaking to him or her). Expressively, the baby indicates contentment and/or amusement by smiling. He or she repeats sound (e.g., cooing)

At 4 to 6 months the baby notices new such as the sound of telephone. She responds to "no" and to changes in tone of voice. He or she plays attention to music. Early sound discrimination skills are beginning to emerge. Sounds have a more speech like babble to them (e.g. baba mama). When playing alone the child makes gurgling sounds. She can also ask for something she wants through gesture.

At 7 months to one year; the infant begins to recognize her name by turning his head or looking up. The baby listens when spoken to. The baby begins to recognize the common words like "Cup",

"juice", and "bottle". She also can respond to request like "come here" Babbling has long and short group sounds of one or two words such as "ba ba" "ma ma".

One to two years

The child can listen to simple stories, songs.

She can follow simple commands.

Can point to a few body parts.

Can point to pictures of things in a book when you name them.

She can put 2 words together for example "more juice", "get UP”

She can use many different consonant sounds at the beginning of words.

Two to three years

Can understand differences in meaning (e.g., "up and down", "in and out".)

Notices different noises (e.g. door bell ringing, the telephone)

Can follow the request and directs that have two parts (e.g., "Get the ball and throw it to me")

Can ask for objects naming them.

Three to four years :


Can talk in sentences of four or more words.

People outside the family can understand her.

Understands and answers simple who, what, where questions.

The average three and half year knows more than 1,200 words.

They ask questions beginning with 'what', 'who', Where' and 'why'

Can take about yesterday and tomorrow.

Four to Five Years

Can pay attention to simple short stories and also can answer simple questions about them.

Can understand most of what is said at home or school.

Communicates easily with other.

Can have errors in pronunciation.

EXAM STYLE QUESTION

Intellectual development for a child aged 5 years includes a. sharing playthings b. developing self-help skills c. being able to join handwriting d. using reasons to solve problems

Create a chart that shows the intellectual development of a child 0- 5

Prep 4- EMOTIONAL DEVELOPMENT

Emotional development includes feelings and how a child learns to express those feelings as well as their self-esteem and confidence.


Emotions play a very important role in life. So, it is essential to know how emotions develop and also how they affect personal and social adjustment.

0 - 1 yr.

At birth, the infants do not show any clear cut emotional response. They can show some pleasant and unpleasant responses. They show pleasure by a general relaxation of the entire body and also by making sound in the form of coos and gurgles. They show the pleasant responses when they suck or when they are provided with warmth.

They also show unpleasant responses by crying, when exposed to sudden noise, abrupt changes in body position, cold or when wet.

1 - 2 yrs.

Recognizes familiar people and show fear to strangers.

Experience and show shame.

Are sensitive and "catch" feelings from adults

Develop a sense of trust in the world.

Begin to mimic adult behaviour.

Separated from parent may create anxiety and insecurity.

3 yrs old

Gets pleasure by hearing stories about self, imitating others Seeks love and approval of adults. Feelings can easily hurt. Show fears and also unclear about what is real and what is fantasy

Not Able to Differentiate between Reality and Fantasy

Four Year Old

Capable of feeling jealous

Fearful of dark and imaginative things like ghost, monsters

Begins to understand danger-at times can become quite fearful.

Five Year Old

Expresses anger and jealousy physically.

Less fearful of the world than toddlers because understands world better.

Has a good sense of human and enjoys sharing jokes and laughter with adult.


EXAM SYLE QUESTIONS

Children are MOST likely to have temper tantrums at age a. 0 to 1 year b. 1 to 3 years c. 3 to 4 years d. 4 to 6 years

Make a set of FLASHCARDS with faces on one side and an emotional FACT on the other.

Prep 5- SOCIAL DEVELOPMENT

This is all about RELATIONSHIPS children know what it means to play, share and co-operate.

0 - 1 yr.


Socialization begins around the third month. The baby develops love and trust with the parents, or whoever is taking care of him. She loves to hold and play. She seeks for company.

1 to 2 yrs

Become aware of self

Recognize and explore faces.

Participates in simple make-believe games. Her play will mostly involve imitating adult actions such as feeding a doll, talking on phone or shopping.

Capable of sharing love.

He will begin to claim ownership of certain possessions. Words like "me", "my" and "mine" will be used.

He asserts independence

3 yrs old

Seeks attention and approval of others.

Accepts suggestions and follow simple directions.

Enjoys helping simple household tasks.

Co-operate and share well.

4 yrs old

Enjoys playing in a group

Obeys rules of the game

Imitates parent of same sex, particularly in play.

5 yrs old

Invents games with simple rules.

Organizes other children and toys for pretend play.

Carries on conversation with other children and adults.

Often excludes other children-best friends only.

Sometime can be very bossy.


More sensitive to the feeling of others.

Likes to feel grown up.

Understands and enjoys both giving and receiving.

Can understand relationship between people and similarities and differences in other families.

Embarrassed by own mistakes.

Enjoys sharing jokes and laughter.

EXAM STYLE QUESTION

What is an example of social development in children aged 3 years? a. listening to a story b. playing with a variety of toys c. spending time with other children d. staying at home with their parents

Write a description of a play experience for each of the following ages:

1 year old

3 years old

5 years old

Prep 6 – OBSERVATIONS

Observation is the practice of looking at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the experiences on offer.

It is important that parents and practitioners share what they know about these three things so that they can decide whether the child’s development is at the expected stage, whether the resources such as toys and equipment are suitable for the child Social Sciences Page 11

and to focus them on, what to provide in the future to support the child to develop new interests, learn new skills and acquire new knowledge.

Observations of children are vital. Each child has a unique set of abilities and talents, observations in different situations capture these first hand.

The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals.

The observations are analysed to identify the stage of development a child is at. This is vital so that progress can be monitored and recorded.

Finally the practitioners can plan for the next stage of development and place activities in the setting to support the child. And so the cycle begins.

Advantages Disadvantages

Event sampling Can be used to study infrequent behavioursNotes the antecedents and consequences of the behaviour

Focuses on only one or a few behavioursDoes not have as much detail

Checklist They are easy and quick to useLittle training requiredThey can be used in the presence of the child

Not very detailed;Little information about the context or sequence of events


The child

1. Observation:Describing – look, listen and

2. Assessment:Analyse observationsand decide

3. Planning:What next?

or recorded laterHelps to focus observations on many behaviours at once

May miss important information not included on the checklist.Notes if a behaviour occurred but not how often

Narrative observations

Know the child well – plenty of detail.Gain an insight into the uniqueness of the child.It enables you to chart development changes over a period of time.Don’t need a lot of trainingContext is given

Objective observations may upset parent/carer.The child’s behaviour or development proves to be atypical (not typical)ConfidentialityTime consumingHard to do such observations on groups

Takes less time than other methodsCan record data on many children at once;It provides useful information about the intervals or frequency of behaviour

May miss important behavioursContext of behaviour not noted; does not focus on the causes and consequences of the behaviourIt is limited to behaviours that occur frequently

There are many types of observations


An event sample can be MOST useful to observe a child’s a. physical skills b. emotional security c. challenging behaviour d. language development

It is important to observe the holistic development of children so that a. they can enjoy their play b. their routines can be followed c. they can have regular rest and sleep d. their needs can be met during a transition

Create key word cards about observations

Prep 7- EXPECTED AND UNEXPECTED EVENTS

An expected event is something that most children go through and can be planned for. These include:

Birth of a new baby

Going to school

Learning to walk


An unexpected event is something that does not happen very often and cannot be planned for. These include:

I l lnessAccidentsMarr iage break downDeathNew fami ly membersLoss of a job

All these events have an impact on a child’s development. These impacts can be positive or negative

Fill out the following table:Event Physical Intellectual Emotional SocialGoing to school

Loss of a job by the parent

Learning to walk

Accidents

Illness


What will affect a child’s physical development? a. illness b. parents’ divorce c. changing schools d. death of a grandparent

Moving to a new house is MOST likely to affect a child's

a. physical development


b. language development c. emotional development d. intellectual development

What may affect the holistic development of a child aged 2 years? a. learning to read b. having a new toy c. living in a house with a garden d. starting at an early years setting

Create a flowchart of 1 unexpected and 1 expected event and their impacts on a child’s development.

Prep 8- TRANSITIONS

These are times in a child’s life when things change. Often these changes are planned; for example going to school.

Starting nursery Illness of a member of the family Changing friends Starting primary school Death of a family member Separation from parents Diagnosis of Illness New siblings


Diagnosis of disability Moving house Moving through year groups New step-parents Entering care Foster parents Living in a new country Change of class teacher Living with the illness of a family member.

Transition can impact on a child’s development in both a positive and a negative way and as a result it is important that practitioners support children through the different types of transition.

For some children times of transition and change can be particularly difficult. Reducing difficulties during change by even a small amount can make a big difference to many children.

Understanding the underlying reasons for these difficulties, and having a collection of strategies helps to:

Reduce the risks of failure to manage the change Demonstrate the staff commitment to support the child Improve learning by reducing stress of change Prevent disruptive or acting-out behaviour Provide a settled learning environment for all children Reduce stress for staff Reduce exclusions Build positive and productive relationships which impact on learning Develop resilience Improve outcomes.

Bereavement: a loss of carer, family member, friend, pet or even toys(for much younger children) can affect children’s development. They may display frustration, aggression, anger, regression, withdrawal and other behavioural problems.

Divorce: Sometimes children may think it’s their fault that mum and dad are not together anymore. They may begin to hate themselves. Physically they may experience a loss in appetite and insomnia. They may not be able to concentrate in school and it may become challenging for them as they may be suddenly expected to become more independent.


A transition that a young child may experience is a making friends b having new clothes c a new baby in family d going to visit grandparents


A child aged 12 months may show the effects of a transition by a becoming distressed b developing new skills c trying to eat new foods d sleeping more than usual

What is the BEST way to prepare children aged 4 years for a transition? a alter their usual routines b give them more time for play c involve them in any preparations d organise a special outing for them

Early years workers can support children through transitions by providing a rest and relaxation b balanced and healthy diets c consistency and reassurance d stimulating activities and games

What is the BEST help to give a child aged 5 years during a transition? a make sure the child can rest and relax b discuss the child's needs with the parents c encourage the child to make new friends to play with d respond sensitively when the child talks about what is happening

Create flash cards of different transitions and put on the back the impact on a child’s PIES

Create a table of transitions identifying what a practitioner can do to support a child

Prep 9- SECTORS AND SETTINGS

There are 3 sectors of childcare:

Statutory

Private

Voluntary

There are a number of settings available for families each with positives and negatives.

Childminders are Ofsted registered professional daycarers who look after children in their own homes. They offer a flexible service, caring for children aged from birth to sixteen years. They are only allowed to look after upto six children between the ages Social Sciences Page 17

birth to eight (including their own). They can have more children if they work in partnership with other childminders or assistants. The service offered is unique to each family’s needs and many childminders provide evening, weekend and school holiday cover. All childminders will have completed a training course including paediatric first aid. Nanny/Home childcarers are carers, which look after children in the family home. They can fit in with unusual hours and working patterns. They can register with Ofsted on the Voluntary register, to allow families to take advantage of tax credits. This however is not compulsory. Day Nurseries can care for children aged from birth to five years and usually offer day care from 8am to 6pm, for most of the year. All day nurseries will be registered with Ofsted and inspected regularly. You can view inspection reports by visiting www.ofsted.gov.uk They can be run by private individuals, community groups, Montessori organisations, commercial businesses or by employers. Private Nursery Schools (aka Private Independent Schools) are owned privately and can offer sessional or full day care to children aged two to five. Some schools can offer a particular educational approach, for example Montessori. They may operate only during term-time or could open all year. They could be registered with Ofsted or the ISI (Independent School Directorate) (LEA) Maintained Nursery Schools offer full and part-time early years education places, typically between school hours. They are attached to primary schools. A child can attend for a full or half day. Nursery schools may also offer childcare after school (see out of school clubs). Pre-schools and playgroups offer care to children in their local community, either as a morning or afternoon session or as extended sessions including lunch. They are often run by voluntary groups but can also be run by private individuals. They care for children aged from two to five years and are usually open during term time. They differ from day nurseries in that they offer sessional based care and admit children from the age of two years old. They can be registered with Ofsted or unregistered. Independent Schools are owned privately and cater for children aged from three to sixteen. The schools are registered with Ofsted or the ISI but make their own arrangements concerning staff numbers qualifications and curriculum. If the school participates in the Early Years Foundation Stage (EYFS) curriculum, it will be inspected by Ofsted. Out of School Clubs (aka Play Centres) provide safe and stimulating play opportunities for school age children at times when schools are not open. They can operate before school in the mornings, from the end of the school day and at the end of the working day, throughout the school holidays, or a combination of all three. They typically cater for children aged four to fifteen but some non-RBKC run clubs might look after younger children. Activity Clubs offer a range of activities for school-aged children. They are usually not registered as childcare but often run at the end of the school day or during school holidays. Parent and Toddler groups are drop-in sessions for parents that have young children. These sessions will be run by other parents, by the voluntary sector or in Children’s Centres. They will not be registered and will not be open for longer than 2 hours a day.



A type of voluntary sector provision for young children is a a children's centre b parent and toddler group c reception class in a school d home-based childcare setting

Which provision will meet the needs of a child aged 18 months when both parents work full-time? a nursery class b part-time day care c home-based childcare d parent and toddler group

What can children’s centres provide? a home-based childcare b financial help for parents c early learning and day care d overnight accommodation for children

Create a table of the different sectors and the settings in each sector. Identify which ones best suit which age group and why.

Prep 10 – EARLY YEARS CARE VALUES


1. The welfare of children is paramount2. Keeping children safe3. Working in partnership with parents and

families4. Encouraging children’s learning and

development5. Equality of opportunity6. Fostering anti-discrimination 7. Valuing/ celebrating diversity8. Maintaining confidentiality9. Working with other professionals10. Being a reflective practitioner

There are 10 EYCV and they are important so that every practitioner knows how to treat the children in their care.

They are also important as they guide settings about what policies and procedures are needed in a setting. It is VITAL that children are kept SAFE in a setting and that may mean: regular fire drills, keeping registers, keeping personal information about the children in a safe place. A practitioner needs to know what to do in an emergency so that children can be looked after safely.

It is equally important that practitioners work with other professionals sharing important information so that a child’s needs are met. This would mean that if information is given to a practitioner by a parent that they would share this with their supervisor.

The EYCV also requires practitioners to observe children so that they can plan the appropriate activities to ensure that the children are learning new things. It is crucial that parents are part not only of assessing the child’s abilities but also in supporting the wide variety of activities and learning opportunities that can support their child’s progress.


Which information is confidential in a setting? a staff rotas b children’s details c plans for activities d policies and procedures

An early years worker should always refer to their supervisor if a parents give family information b children are excited and being silly c an item of equipment has pieces missing d two children want to play with the same toy

Early years workers who understand the responsibilities of their role will make sure the environment is a safe b busy c warm d quiet


Why does the early years worker have a responsibility to follow the Health and Safety policy? a to keep the setting attractive b to know what to do in an emergency c to identify children’s individual needs d to encourage children’s independence

Early years workers have a responsibility to maintain confidentiality so that a children are protected b children are supported c children's cultures are valued d children’s records are up to date

A water play tray should be cleaned regularly to a add new bubbles b maintain hygiene c add colour to the water d keep children interested

What will help to safeguard a child’s well-being? a playing b reading c meal times d hand washing

Create scenarios for each of the care values that shows what a practitioner needs to do in a setting to ensure they are meeting that care value

Prep 11- LEGISLATION

There are a number of legislations that affect the work of a practitioner.

Children Act

SEN code of practice

Children and young Families Act

Each piece of legislation is important as they affect the EYCV and must be demonstrated in a setting. It is equally important that settings provide training for staff so that they know about these legislations.

Find out 5 key facts about each of the legislations and describe what a practitioner would need to in a setting to make sure they meet that legislation.


Prep 12- INCLUSIVE PRACTICE

Inclusive practice means that a setting believes that all children and adults have the right to be treated equally. In the early years this could relate to:

gender ethnicity disability age religion/belief sexual orientation socio-economic status

Central to all good inclusive practice are children’s rights. The United Nations Convention on the Rights of the Child is an international human rights treaty which was adopted by the United Nations in 1989.The Convention outlines the basic human rights to which children aged up to 18 everywhere are entitled: the right to survival; the right to the development of their full physical and mental potential; the right to protection from influences that are harmful to their development; and the right to participation in family, cultural and social life.

To meet this requirement early years settings can make sure that every child:

has an equal chance to learn and develop


http://www2.ohchr.org/english/law/crc.htm

http://www2.ohchr.org/english/law/crc.htm

participates equally in activities is given the opportunity to communicate in their preferred format has their individual needs known and met feels safe and know they belong is valued as a unique individual and feels strong and confident about their identity.

Being inclusive means that practitioners will make sure that routines in the setting meet the physical, intellectual, social and emotional needs of every child. This will mean that all areas of the settings work will be affected.

It is important to ensure that the setting is fully inclusive in meeting the needs of all children, particularly those from ethnic backgrounds, social and economic deprived backgrounds, gender, ability or disability. The setting will be committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. Settings will

provide a secure and accessible environment in which all children can flourish and in which all contributions are considered and valued;

include and value the contribution of all families to deepen understanding of equality and diversity;

provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;

improve knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; and

make inclusion a thread that runs through all of the activities of the setting.

Procedures

Admissions

The setting is open to all members of the community.

It will reflect the diversity of society in publicity and promotional materials. It will provide information in clear, concise language, whether in spoken or

written form. It will provide information in as many languages as possible. It will base admissions policy on a fair system. It will ensure that all parents are made aware of the equal opportunities policy. It will do not discriminate against a child or their family, or prevent entry to the

setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a Travelling community or an asylum seeker.

It will not discriminate against a child with a disability or refuse a child entry for reason relating to disability.

It will take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable

The curriculum offered in the setting will encourage children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.


The environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then the setting will make reasonable adjustments to accommodate the needs of disabled children and adults by:

making children feel valued and good about themselves; ensuring that children have equality of access to learning; undertaking an access audit to establish if the setting is accessible to all

children; making adjustments to the environment and resources to accommodate a wide

range of learning, physical and sensory impairments; making appropriate provision within the curriculum to ensure each child

receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;

positively reflecting the widest possible range of communities in the choice of resources;

avoiding stereotypes or derogatory images in the selection of books or other visual materials;

celebrating a wide range of festivals; creating an environment of mutual respect and tolerance; differentiating the curriculum to meet children’s special educational needs; helping children to understand that discriminatory behaviour and remarks are

hurtful and unacceptable; ensuring that the curriculum offered is inclusive of children with special

educational needs and children with disabilities; ensuring that children learning English as an additional language have full

access to the curriculum and are supported in their learning; and ensuring that children speaking languages other than English are supported in

the maintenance and development of their home languages.

Valuing diversity in families

The setting will welcome the diversity of family lifestyles and work with all families.

The setting will encourage children to contribute stories of their everyday life to the setting.

The setting will encourage parents/carers to take part in the life of the setting and to contribute fully.

For families who speak languages in addition to English, the setting will develop means to ensure their full inclusion.

The setting will offer a flexible payment system for families of differing means and offer information regarding sources of financial support.

Food

The setting will work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.

The setting will help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.



It is important for all children to know that they are included so that they a feel valued b will understand diversity c know their parents are welcomed can play with their favourite activities

Everyday care routines are important to provide a child with a play in groups b new friendships c time to be active d a sense of security

It is MOST important to meet children's individual needs to a keep to their normal routines b provide opportunities for them to play c make sure they can care for themselves d help support all areas of their development

Hygiene routines support children’s well-being by a promoting physical growth b encouraging parental involvement c reducing the risk of cross infection d helping children to become independent

What is a physical need of a child aged 4 years? a regular outings b daily hair washing c having several friends d sufficient sleep and rest

Providing a variety of suitable activities helps to ensure that all children a will learn to share b can finish their activities c will play with all the equipment d can have their learning needs met

How can an early years worker help to meet the needs of a child aged 2 years? a sooth the child with quiet music b give the child soft toys to play with c encourage the bond between the child and main carers d provide parents with information about play experiences


Prep 13- STUDY SKILLS

Think about the way you learn new things.

What are the things that improve the way you learn?

What are the things that stop you from learning?


Documents

Revision Booklet for Childcare Level 2 Unit 3 - Holgate Acintranet.holgate-ac.org.uk/homework/uploads... · Web viewThis will allow them to WRITE- this is part of their INTELLECTUAL