CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 1

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the stages of child development from birth to 7 years (1.1)

Move around the room and discuss with the people at the heading, if you ever been told about:

Why do you think these events stick in people’s minds?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the stages of child development from birth to 7 years.

AC 1.1 Identify the expected pattern of:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All children are different and will develop at their own pace.

• The expected pattern of development will be similar for all children, which means that adults will know what children should be doing around a certain age.

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Lets look back at the homework table that

you complete for stages of

development. 1.1

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Palmer, Pincer and Tripod

Use the nabbies or your mobiles to take photos of your pair completing the different actions with a prop.

Make it clear the action you are completing and use the course books to find out the ages these actions usually take place by children

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Development can be broken down into specific areas and is often know as SPICE:

S – socialP – physicalI – intellectual (also known as cognitive)C – communication, including languageE – emotional

Emotional and social development also includes behavioural development.

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 2

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the stages of child development from birth to 7 years (1.1)

Which of these would you not class as a disability?

• Mental illness • Broken arm • Deafness

Give at least 3 examples of how the Early years department can accommodate children with disabilities.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the stages of child development from birth to 7 years.

AC 1.1 Identify the expected pattern of:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Create a snap game in your pair showing the expected pattern of a child’s physical development.

Include the following age ranges:• Birth–1 year• 1–3 years• 3–5 years• 5–7 years.

1. Understand the stages of child development from birth to 7 years (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A baby crying is one of the first stages of language and communication development.

• A cry could tell you that a baby is hungry, tired, wet or unwell.

• As a child grows, their language and communication will develop until they can use complex sentences and understand complicated words and instructions.

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Why may babies cry?

https://www.youtube.com/watch?v=9vCPMoILBv0

1. Understand the stages of child development from birth to 7 years (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

What is the difference between communication and language ?

• Communication - Is the exchange of information

• Language - The method and words used to communicate.

Learning Check

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Create a poster page on your tables groups to show the expected pattern of a child’s language and communication development.

These will be put together and displayed

Include the following age ranges:• Birth–1 year• 1–3 years• 3–5 years• 5–7 years.

1. Understand the stages of child development from birth to 7 years (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 3

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the stages of child development from birth to 7 years (1.1)

Time: 10 minsShould children play outside in all weather?

Please put your answers up on the white board as a group, adding your reasons why

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the stages of child development from birth to 7 years.

AC 1.1 Identify the expected pattern of:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development.

AC 1.2 Explain the difference between the sequence of development and rate of development.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Intellectual or cognitive development involves children problem-solving and using reasoning.

• A baby may have to work out how to make a rattle make a sound.

• A 5-year-old child may have to follow instructions to help them to build a structure with construction bricks.

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Time: 20 minsCreate a series of spider diagrams to show the expected pattern of a child’s cognitive development. Use each spider diagram to show what the child will be expected to do at that age, one age per table

Include the following age ranges:• Birth–1 year• 1–3 years• 3–5 years• 5–7 years.

1. Understand the stages of child development from birth to 7 years (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A child will express their emotions in different ways according to their age and stage of development.

• A 2-year-old is often described as going through the ‘terrible twos’, and this is expected at this age because that is the emotional stage of development they are at.

• Social and behavioural development involves children being able to think of others and to learn to behave in an appropriate manner.

1. Understand the stages of child development from birth to 7 years (1.1)

The expected pattern of development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

Time: 20 minsIdentify the expected pattern of a child’s social, emotional and behavioral development using your given faces. Work as a table and be as creative as possible.

Include the following age ranges:

• Birth–1 year• 1–3 years• 3–5 years• 5–7 years.

1. Understand the stages of child development from birth to 7 years (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• As previously discussed, all children will develop at their own pace.

• The sequence of development is the order in which children are expected to develop skills, for example, most children will crawl before they walk.

• The rate of development is the pace at which children develop, for example, Child A is 12 months old and can walk independently, while Child B (who is also 12 months old) has shown no signs of walking yet.

• This shows that these two children are developing at their own rate.

1. Understand the stages of child development from birth to 7 years (1.2)

The sequence and rate of development – 1.2

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Growth or Development?

Johnny has size five shoes

Moira can hop on one leg

Adam can write his name

Layla counted to 5

Michelle has gained 2 ibs

Libby has got taller

Rachel's hands have got bigger

Tyler is starting to

crawl

Aaron is age 3-4 in trousers

Learning Check

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

A parent/carer has asked to speak to you as they are worried that their child is not yet dry during the day yet their friend, who is the same age, has been dry for weeks. What would you say to this parent/carer?

Consider:• Reassuring the parent/carer• Sequence and rate of development• Focusing on what the child can do• Explaining steps to support this stage of development.

1. Understand the stages of child development from birth to 7 years (1.2)

Extension Task

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 4

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Understand influences on children’s development (2.1)

Open discussion - Do you think there is anything that has happened in your life that has affected your ability to do well at school?

Consider:• Ill health• Moving school• Friends• Bereavement• Poor teaching• Difficult home life.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand influences on children’s development.

AC 2.1 Describe factors which may influence children’s development.

AC 2.2 Describe how to support the development of children from birth to 7 years.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• There are many factors that could affect a child’s ability to develop and thrive.

• Some of these factors are biological – for example, health conditions present at birth, disabilities that are present at birth or hereditary conditions

• Other factors may be environmental – for example, a child’s home circumstances, experiences, housing conditions, finances, opportunities or drug/alcohol dependency

2. Understand influences on children’s development (2.1)

Factors which may influence children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Biological factors Environmental factors Cystic fibrosis Housing conditions

Down syndrome Alcohol dependencySpina bifida Parental lifestyles

Apert syndrome Poor nutrition

Complete the match up activity to outline biological and environmental factors that may influence children's

development

2. Understand influences on children’s development (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Cultural factors that may effect development

In some cultures girls are not encouraged to take part in physical play and activities, while boys are encouraged to be outside, girl are inside looking after the family

Education can also be seen as better for boys, or as ‘girlish’ or maybe seen as not necessary.

elitedaily.com/women/separate-unequal-countries-worst-gender-inequality-education

/

Children whose culture is a minority can face discrimination and isolation

Information

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• An example of a biological factor is if a child has a disability such as spina bifida – they may not follow the expected pattern of development.

• Spina bifida is a problem with the development of the spine and spinal cord, and this occurs during pregnancy.

• The severity of this condition will be a factor that may affect a child's physical development.

• Some children with spina bifida will never walk, while others have little or no difficulties at all.

2. Understand influences on children’s development (2.1)

Factors which may influence children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Identify any other health conditions that may affect a child’s development, write your answers on your tables

For each on consider:• Whether it is a long-term or short-term condition• How it may affect development• Whether it affects all areas of development, or just one or two areas.

Take a photograph of your findings 2.1

2. Understand influences on children’s development (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• An example of an environmental factor is poor housing conditions.

• For example, if a child lives in a damp environment it may, in turn, impact on their health and development.

• The child may be asthmatic and this would be triggered by the damp.

• The child’s clothes may smell of damp, and this may affect their social and emotional development.

2. Understand influences on children’s development (2.1)

Factors which may influence children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

You have a new 3-year-old child attending your setting. They live on the 7th floor of a block of flats, they have four siblings and their father is out of work. They are obviously well-loved and cared for, but how might this child’s home life impact on their development?

Consider:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development.

2. Understand influences on children’s development (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 5

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Describe how to support the development of children from birth to 7 years.

Add to the paddlet page people you may support children in setting who may have learning disabilities/ difficulties.

http://padlet.com/ajb3940/001

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand influences on children’s development.

AC 2.1 Describe factors which may influence children’s development.

AC 2.2 Describe how to support the development of children from birth to 7 years.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners will understand the expected pattern of child development, and this will enable them to plan activities that are age and stage appropriate.

• Practitioners will observe children, and this will identify if there are any concerns about a child’s development.

• Practitioners will work with parents/carers to meet the developmental needs of the child.

2. Understand influences on children’s development (2.2)

Supporting children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Early Intervention

Where a child is experiencing particular or general learning difficulties, the Early Years

setting or school should offer that child different opportunities or alternatives to

learning.

Information

Can you think of any that could be offered?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Global development delay

Moderate LD – children are only able to work at a level significantly below age expectations

Severe LD – children experience more serious difficulties in all aspects of the curriculum and will require adult support in school and with life skills.

Profound and multiple LD- these needs are even more severe and complex. They also experience physical and sensory impairments and slight communication needs as well. Children will require individual support and personal care.

Information

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

https://www.youtube.com/watch?v=AGygBBkSN7k

Global development delay

Supporting children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Reflection activity

Reflect on your own ability to support a child’s development. As a group we will share our findings

Consider:• If a child struggles to put on their coat, what do you do?• A child says ‘nana’ instead of ‘banana’, what would you say?• If two children are arguing over a car and one child hits the other, how do

you react?• If there is a new puzzle on the table and a child is getting frustrated

because they cannot do it, how would you help?• If a baby is trying to get a toy that is out of reach, what should you do?• Why is your role important in supporting children’s development?

2. Understand influences on children’s development (2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

What would you do if you were concerned about an aspect of a child’s development?

Consider:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development

Who would you discuss this concern with?What would your role be in supporting this area of development?

2. Understand influences on children’s development (2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Everything a practitioner does with a child can support their development.

• Sitting with a 6-month-old and playing peek-a-boo will develop their cognitive, language, social and emotional skills.

• Encouraging a 3-year-old to serve themselves at dinner time will support their physical, cognitive, communication, social and emotional development.

• Asking a 6-year-old to take the register to the office will support their communication, cognitive, social, emotional and behavioural development.

2. Understand influences on children’s development (2.2)

Supporting children’s development

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Create a poster to show parents/carers how interacting with their child at dinner time will support the child’s development.

Consider:• Physical development• Language and communication development• Cognitive development• Social, emotional and behavioural development.

2. Understand influences on children’s development (2.1, 2.2)

Individual Task

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand influences on children’s development.

AC 2.1 Describe factors which may influence children’s development.

AC 2.2 Describe how to support the development of children from birth to 7 years.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 6

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

3. Understand the needs of children during transition (3.1)

Think about transitions during your life. How did you cope with any of these and who helped you most?

Consider:• Moving up in school• Moving house• Bereavement• Changes in family life.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO3 Understand the needs of children during transition.

AC 3.1 Identify transitions a child may experience.

AC 3.2 Explain how to prepare a child for a planned transition.

AC 3.3 Explain how to support the needs of children during transition.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Children will experience a wide range of transitions or changes in their lifetime.

• Some of these will be planned or expected transitions that most children will go through.

• Some transitions will only be experienced by a few children.

3. Understand the needs of children during transition (3.1)

Transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Create a chart to show the transitions children may go through.

Use the headings identified below:• Transitions that most children experience• Transitions that only some children will experience Where appropriate, identify the expected age this transition may occur.

3. Understand the needs of children during transition (3.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Please follow your given instructions - 15mins

Move around to an activity of your choice - Connect 4- Train Set- Building Blocks - Multi Link

How did you feel?

Practical activity - Lets play with some resources

Learning Check

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A planned transition can be something as regular as moving from one area of the setting to another.

• Some children struggle with being told to stop one thing to move on to another.

• A practitioner needs to handle this sensitively and in a consistent manner, so that children know what to expect.

3. Understand the needs of children during transition (3.2, 3.3)

Transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Some settings will have a song or a chant that will help children to accept the idea that it is tidy up time or time to go home.

• A child who attends a playgroup session may be so engrossed in their play that they will not leave the setting until the practitioner sings a familiar going home song:

“The clock goes tick tock, the clock goes tick tock, the clock goes tick tock it’s time to say goodbye”

• This may be all a young child needs to hear in order to make the transition between play and going home.

3. Understand the needs of children during transition (3.2, 3.3)

Transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

https://www.youtube.com/watch?v=EDeEWulMAxI

Early Years Transition’s

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Discuss how settings help children to understand and accept transitions during a daily routine.

Consider:• Saying goodbye to parents/carers• Moving from an activity to circle time or vice versa• The end of outdoor play• Tidy up time• Snack time• Home time.

3. Understand the needs of children during transition (3.2, 3.3)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A child starting at a setting is an early transition most children will experience.

• To make this a smooth transition, the setting will need to work closely with the parent/carer to help them settle in.

• A child moving from an early years setting on to school is also a planned transition.

• The setting and the school will work together to help the child with the transition.

3. Understand the needs of children during transition (3.2, 3.3)

Transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• There are some transitions that only a few children will experience.

• This may include a child moving house and/or school.

• A child’s family structure may change and there may be a new adult and children now living in their house.

• It is important that parents/carers keep settings informed of any changes, so that the practitioners can support the child with the change.

3. Understand the needs of children during transition (3.2, 3.3)

Transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 7

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activityA parent/carer has just told you that a favourite grandparent has died. How might you need to support the child during this transition?

Consider and make a plan on your tables:• The age and stage of the child• How the child reacts• The possible effect on behaviour• Time for the child to express their feelings• Information sharing with the parent/carer.

3. Understand the needs of children during transition (3.2, 3.3)

Starter Activity

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO3 Understand the needs of children during transition.

AC 3.1 Identify transitions a child may experience.

AC 3.2 Explain how to prepare a child for a planned transition.

AC 3.3 Explain how to support the needs of children during transition.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

What impact may transitions have on children?

Impact of transitions

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Impact of transitions

• Physical impact• Growth spurts• Losing or gaining weight• Behavioural impact• Anxiety• Withdrawal • Loss of self esteem• Self harming• Increased interest• Development of self identity• Lack of friends

• Mood swings• Use of illegal substances • Rudeness• Loss of interest• Motivation • Reluctance to participate in activities• Difficulty to build relationships• Delayed emotional and social

development• Lack of trust• Lack of motivation• School refusal

Information

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Students to research their favored settings, to gain a copy of the settling-in procedure. Find out how the setting settles new children to make the transition from home as smooth as possible.

Consider:• Open events• Home visits• Working in partnership with parents• A gradual settling-in period to meet individual needs• The role of the practitioner.

3. Understand the needs of children during transition (3.2, 3.3)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

How to prepare children for transition

Please make note to feedback

https://www.youtube.com/watch?v=l0EnKuLTHpQ

Information

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Preparing for transition

From the chart of transitions that you identified, create an activity plan to prepare a child for a chosen planned transition.

Remember to a add information about– Activities that could support understanding– Who else may need to be involved in planning – Information that child will need to know and experience – Possible behaviour, feels and experiences of the child – How to support the needs of the child through the transition

Individual task

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Time: 15 minsYou have been asked to create a rhyme that will encourage children to stop playing and move into tidy up time.

Consider:• The age and stage of the children• Appropriate words• Any relevant actions• A resource that would support your rhyme.

3. Understand the needs of children during transition (3.2, 3.3)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 8 and 9

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

AC 3.1 Identify stages and sequences of development.

AC 3.2 Explain the Difference Between Sequence of Development and Rate of Development.

AC 3.3 Outline appropriate activities covering all areas of development.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Starter Activity –

Crawling and walking research task – 15mins

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Lets share our findings as a

group

Recap – Learning check

Please read through the given article as an individual and highlight and annotate the important information found.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Kidz Inc

You are going to have regular visits from the local nursery, you will need to plan for an exciting and engaging sessions.

You will need to prepare stimulating activities that cover each area of SPICE, to create activity plans to support the children's development.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Kidz Inc

Please remember to be professional at all time, be aware of - Your verbal and body language - Ensure you have your uniform and land yarn onWe are going to Kidz Inc for you to be able to identify areas from the EYFS development matters.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Create an activity plan

From your findings from your Kidz Inc trip, please now create

an activity plan to support a child's next stage of

development according to the EYFS

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 10

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

AC 3.1 Identify facial expressions children may experience.

AC 3.2 Discuss how may ways practitioners communicate with children.

AC 3.3 Explain the benefits of making physical activities fun for children's to support their development.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Starter - Demonstrate Expressions

Use the laminated blank faces, work with your partner to show the following emotions: -

1. Worried2. Bored3. Surprised4. Sad5. Aggressive6. Happy

15mins

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Silent debate

Discuss how many ways practitioners communicate with

children?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Commutation table

Which section do you think is verbal

and which section is nonverbal?

Make notes on your findings

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Shake up cards

Lets have a look at some created shake up cards and check out the website https://www.nhs.uk/10-minute-shake-up/shake-up-zone

Lets make some of our own to use in Teddy Tots

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 11

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

What is a theorist?

Starter – 5mins

Please discuss and share your ideas

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Outline what a theorist isIdentify Ivan Pavlov theory Discuss B.F Skinners theory Explain classical conditioning as a theory

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Theorist – What are they?

They are ideas and concepts that have been shared over the years giving reasons/evidence as to why people do the things they do

Many theories have different views on the same aspect

You will see these in practice when you begin placement.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Ivan Pavlov (1849-1936)

Classical conditioning

Researched through dogs that a bell would ring to show time to be fed and the dog would produce saliva and be ready to eat. The dog would make a link that a bell sound would mean food and begin salivating even if food was not there

Behaviourist

https://www.youtube.com/watch?v=KR3YYLoSfeI

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Time to make

Please create a flow chart to show Ivan Pavlov theory of Classical conditioning

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

B.F. Skinner's (1904-1990)

Carried out further research into Pavlov theory.

Working with animals to observe behaviours – rewarded with food if they performed what he desired. Negative reinforcement was used if they demonstrated unwanted behaviour

Behaviourist

https://www.youtube.com/watch?v=TtfQlkGwE2U

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Pinky and the Brain

https://www.youtube.com/watch?v=QTwnOmAvzeM

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Please make a line at the front of the classroom with your chairs and have your hats on your head

Classical conditioning

The sweet and chocolate quiz

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

https://www.youtube.com/watch?v=Mt4N9GSBoMI

The Big Bang Theory

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

You will be delivering your presentation on Wednesday

21.09.15

Ensure you are prepared within your pair with hand outs for the

whole group, make it fun and interactive as possible

Presentations

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 12

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Outline Maslow's theory Explain self-actualisation

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Now we will pass our images around

Starter – 15mins

Please draw a quick outline of yourself and put your name in the middle

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

‘Development of Self’

Maslow developed a theory about human motivation based on what he called a ‘hierachy of needs’. All of us, he said, have a variety of needs. Some of these relate to basic survival instincts: we all need food, warmth and shelter. Once these needs are satisfied, we will be motivated by the need for safety and strive for an environment in which we feel physically and emotionally safe and secure. At the next level, we seek experiences which make us feel loved, cared for and accepted by others: we need to feel that we belong to a group. Beyond this, we will seek to feel good about ourselves, to feel appreciated, to receive feedback that leads to a positive self-image. When these needs are met, we become motivated to realise our potential. This will mean using our talents to the full, being able to learn new things and challenging ourselves to ‘be the best we can’.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activitySelf-actualisation

Self-esteemHigher Needs – to have

competence, self-confidence and respect from others

SocialHigher Needs eg the need to have friends and

be accepted as part of a group

SafetyBasic Needs eg secure and free from danger

PhysiologicalBasic Needs eg food, water, air, warmth

Maslow’s hierarchy of needs

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Ratatouille

https://www.youtube.com/watch?v=tzQ9vrvTAtk

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Time to make

Please create a pyramid to show Maslow's theory of a ‘hierachy of needs

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Time for me to praise you

ClassDoJohttps://teach.classdojo.com/#/launchpad

Stickers

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 13

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter -Next Number

What is the next number in the

sequence?1, 3, 4, 7, 11, 18,??

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Present given theorist presentations

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Theory Presentations

Over to you!

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Getting used to the EYFSIn your EYFS book. Find and write down a milestone for each various age and area of

learning for questions 1-4.

1. Knowledge and understanding of the world (Technology) Aged 30-50 months.

2. Communication, Language and literacy (reading) Age Birth- 11months

3. Personal, social and emotional development (managing feeling and behaviour) Aged 22-36 months

4. Expressive arts and design (being imaginative) Aged 8-20 months

5. Welcomes and values praise for what they have done - What age range does this mile stone cover?

6. Enjoys finding own nose, eyes or tummy as part of naming games - What age range does this mile stone cover?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Quiz

1. What are fine motor skills?2. What are gross motor skills?3. What is locomotor development?4. What theorist studies hiearchy of needs?5. What is hand eye coordination? 6. What theorist studied classical conditioning and what did his

theory relate to? 7. What is foot eye coordination?8. What does the acronym for SPICE stand for 9. What is 22-36 months converted into years?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Assessment task support

First hand in –

23.09.16

Second and final hand

in – 07.10.16

Assignment Support

• 1.1 Put together your chart, leaflet, spider diagram and list to create a booklet to cover at least 3 areas of expected pattern of development covering SPICE

• 1.2 Paragraph to explain the difference in sequences of development and rates of development

• 2.1 Describe biological and environmental factors (may use case study for session 2)

• 2.2 Use competed reflections from session 2 of how to support a child’s development.

• 3.1 List at least 3 different types of transition children could experience

• 3.2 Use your created plan to prepare a child for a chosen planned transition

• 3.3 Explain how at least 2 different transitions can be supported (use annotated setting policy and created rhythm)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 14

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Three Children - Starter

Edward’s mother has three children

One is called April, another is called May

What is the third child called?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

1. Outline knowledge of child development 2. List completed assignment tasks

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Getting used to the EYFSIn your EYFS book. Find and write down a milestone for each various age and area of

learning for questions 1-4.

1. Knowledge and understanding of the world (Technology) Aged 30-50 months.

2. Communication, Language and literacy (reading) Age Birth- 11months

3. Personal, social and emotional development (managing feeling and behaviour) Aged 22-36 months

4. Expressive arts and design (being imaginative) Aged 8-20 months

5. Welcomes and values praise for what they have done - What age range does this mile stone cover?

6. Enjoys finding own nose, eyes or tummy as part of naming games - What age range does this mile stone cover?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Quiz

1. What are fine motor skills?2. What are gross motor skills?3. What is locomotor development?4. What theorist studies hiearchy of needs?5. What is hand eye coordination? 6. What theorist studied classical conditioning and what did his

theory relate to? 7. What is foot eye coordination?8. What does the acronym for SPICE stand for 9. What is 22-36 months converted into years?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Assessment task support

First hand in –

23.09.16

Second and final hand

in – 07.10.16

Assignment Support

• 1.1 Put together your chart, leaflet, spider diagram and list to create a booklet to cover at least 3 areas of expected pattern of development covering SPICE

• 1.2 Paragraph to explain the difference in sequences of development and rates of development

• 2.1 Describe biological and environmental factors (may use case study for session 2)

• 2.2 Use competed reflections from session 2 of how to support a child’s development.

• 3.1 List at least 3 different types of transition children could experience

• 3.2 Use your created plan to prepare a child for a chosen planned transition

• 3.3 Explain how at least 2 different transitions can be supported (use annotated setting policy and created rhythm)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 15

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Starter - Mental Arithmetic

Divide 30 by ½ then add 20 to the result.

What number did you get?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Outline knowledge of child development Discuss a child's developing brain Describe neuroscience and its importance

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Exploring Needs and Wants

Using the Diamond 9 cards work in pairs and try to place the cards into a diamond formation, putting the things that are the most important need (things you cannot do without) closest to the top and the things that are less essential or something that is a want towards the bottom.

- Please cut up your diamonds and order currently with your own needs and wants.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

The developing brain

The Developing Brain.

1. Discuss whether most brain growth occurs before or after birth?

2. What natural experience can children have that can support their brain development?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Neuroscience

Please space yourself around the room with space around you.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 16 and 17

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Starter - Drip Drop

How many drops of wine can be put into an

empty wine glass?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Outline types of black, white and red toys for new born babiesExplain the benefits of black, white and red toys for new born babies

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Black, white and red toys

At birth, your baby sees only in black and white and shades of grey. A new-born infant's eyes don't have the ability to accommodate (focus on near objects).

Your baby can see colour, but she can't tell the difference between similar tones such as red and orange.

Black, white and red toys. High-contrast toys in these colours help your baby pick out the differences in shapes and patterns, stimulating her visual development.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Black, white and red activity centre

Working in groups of three you are going to be making an activity centre for a baby, using only black, white and red resources. You have two sessions to make your resource.

https://www.youtube.com/watch?v=wNGvUlQUr5M

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 10 Supporting children’s development

Session 18

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Starter

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Children's development.

Describe action to take to support a child's development to support their individual needsIdentify an activity to support children's transition Evaluate the overall unit

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Development case study

Please read through the different case studies around the room.

Make note about your findings to share back how you would be able to support the child's development.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Activity plan – transition

Create an activity plan to prepare a child for a

chosen planned transition, this can be

used towards your assignment submission.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Recap the unit