U1 lesson1[lo1]

Unit 1
Child development from
conception to seven Years

LO1. Understand development from conception to end of
gestation
Time: 10 mins
• Complete the word search
• Write a meaning for each of the words found
• Discuss these with a partner

Learning outcomes
• Identify the important stages of
pregnancy
• Describe stages of development from
conception to birth (D1)

• Pregnancy is counted from first day of the mother’s last
period
• Pregnancy last 37 to 42 weeks (the average is 40 weeks)
• By 12 weeks of pregnancy the foetus will be fully formed
• Pregnancy is divided into three trimesters
• At 28 weeks the foetus is considered ‘viable’
• Lets see what this looks like in action!
https://www.youtube.com/watch?v=R-lrEBevJ60
D1 1.1
What are the Important stages of pregnancy ?

Time: 20 mins
In pairs Research on the internet for images of stages of
development from fertilisation to the end of gestation and make
a timeline.
D1 1.1
http://www.nhs.uk/condi
tions/pregnancy-and-
baby/pages/pregnancy-
and-baby-care.aspx#close

Time: 10 mins
As a group present your timeline you have produced discuss as a
class the various stages of development.
D1 1.1

Time: 15 mins
In small groups read the scenario below then answer and discuss
the questions.
Holly and David have been attempting to have a baby together.
Holly’s menstrual cycle lasts 28 days. This month Holly missed
her period and it is now two weeks past the usual date this
happens. Is it possible that Holly is pregnant?
• Describe what has been happening to the ovum since it was
released from the ovary
D1 1.1

Group activity
https://flipquiz.me/review/102886
FLIP QUIZ

To achieve D1 you are required to design a timeline to
describe the stages of development from conception to
birth. When designing your timeline you are required
to include images and brief descriptions for each stage.
Assignment Task D1

Starter activity
Time: 10 minutes
• List as many reasons that you can think that will effect
development from pre-conception to birth
• Share with a partner

Learning outcomes
• Identify lifestyle factors in which could affect
the health and well-being of mother / baby
• Describe factors that may impact upon the
development of the baby during pre pre-
conception, pregnancy and first year of life
(D2)

Pairs activity
Time: 15 minutes
In pairs
Discuss what effects the pre-conception factors identified can
have on the development of a baby. Write the feedback of your
discussions on the padlet provided on Oracle
https://www.youtube.com/watch?v=ogzsnpVSTRk
D2
Alcohol
Smoking
Drugs (medical and recreational)
Diet
Vitamins

Many pre-conception factors can affect the development of a
baby, such as:
• Alcohol
• Smoking
• Drugs (medical and recreational)
• Diet
• Vitamins
D2
Pre-conception experiences

• Some women can suffer from complications during their pregnancy,
these can include vaginal bleeding, preterm labour, pre-eclampsia
• Other infections can be dangerous to the pregnant women and her
unborn child these include parvovirus (‘slapped cheek’),
chickenpox, German measles (rubella) and toxoplasmosis
• Infections of the urinary tract are common in pregnancy
• Complete your given case studies in your Pairs,
• Feedback to the group.
D2
Complications in pregnancy

Classroom discussion activity
Time: 20 mins
From the discussions you have had in pairs, come together as a
class and discuss what each pair thought.
So what does a normal birth look like?
https://www.youtube.com/watch?v=Xath6kOf0NE
D2

• Labour has three stages, each stage is important and if not
carried out correctly can affect the baby’s development .
• The expulsion of the placenta usually follows within 30
minutes of delivery and is the third stage of birth.
D2
Birth experiences

Pre-birth experiences can also have an effect on development
these experiences could be the following:
• Foetal monitoring and foetal distress
• Checking amniotic fluid signs of meconium
• Abnormal labour
• Assisted delivery
D2
Pre-birth experiences

Group activity
Time: 10 mins
In Pairs/ three’s you will each be given a pre-birth experience to
research and feed back to your group.
• Abnormal labour
• Assisted delivery -Forceps, Vacuum.
• Caesarean Section
• Birth Trauma
• Premature Birth
• Post Term Birth
• Feedback can be given in the form of poster or power point
presentation.
D2

• A new mother will be observed for signs of post-natal
depression. This can affect them in many ways and the
symptoms can be very serious if they go undetected.
• 10–15% of new mothers will suffer from post-natal
depression.
• Post-natal psychosis is a severe form of post-natal depression
and is relatively rare with 0.1–0.2% of new mothers suffering.
D2
Post-natal depression

Independent research activity
Time: 15 mins
• Read your given articles note the signs and symptoms a new
mother may show that indicate that she may be suffering
from post-natal depression.
• What are the biggest factors of post natal depression?
• What can be the effect of post-natal depression on the
mother and the baby?
• What treatments are available?
D2

• Good communication between the health care professionals
and the mothers is essential.
• The information given to new mothers should be personalised
to their individual needs.
• The post-natal care period is the first 6–8 weeks.
D2
Professional conduct

Babies in which are born before 38 weeks are classed as premature
meaning:-
• They find it difficult to control their temperature
• They find it difficult to breath as the lungs may not be fully formed
• Resistance to infection is poor due to having a low immune system
as they have not had enough time in the uterus to acquire
antibodies to prevent infection
• They may have jaundice as their liver has not yet fully developed
• Discuss with the person next to you how might this effect baby in
their first year of life
Take notes on how being born prematurely may impact on a
child’s development
http://www.nhs.uk/video/Pages/how-will-my-premature-baby-
develop.aspx

Use your laminated cards write what you think the effects on the
child’s development would be for:-
Babies born before 37 weeks
Biological factors
Poverty
Social Factors
Pre-natal factors
Task

Extension activity
Time: 15 mins
• Design a leaflet to support a new mother through the post-
natal period, include information on:
• checks on the baby
• checks on the mother
• available support .
D2

http://flipquiz.me/review/52844

Time: 15 mins
• Create a booklet to explain to parents the potential effects
on development caused by pre-conception experiences,
and about the various types of assisted delivery and why
they are used.
D2 Directed Study Task

Group activity
To achieve D2 you required to produce a written account to
describe factors that may impact upon the development of the
baby during
Pre-conception
Each stage of pregnancy
During first year of life.
(at least half a page for each)
Assignment Task D2

Starter Activity
Q AND A Use your buzzers grab your chance to earn Do jo points!!

Learning outcomes
• Explain routine checks to be carried out
during (C1)
• Antenatal care
• Postnatal care
• First year of life

• Before antenatal care was first arranged the death rate was
high among women and their babies
• Antenatal care helps improve the health of pregnant women
and their babies and supports the mother in preparing for her
baby
• Once the women thinks she is pregnant she visits her doctor
to confirm her pregnancy and from then on will be seen
regularly by a GP or midwife
C1
Antenatal development checks

Time: 15 mins
• Research antenatal checks that a women has each time she has an
antenatal visit to the GP or midwife.
• Research each test and the reasons for them.
• Group one - First - trimester – (conception to 13 weeks)
• Group two - Second - trimester- (14 weeks to 27 weeks)
• Group three - Third trimester- (28 weeks through the end of your
pregnancy)
• Produce a poster to present
your findings to the group!
C1

Time: 10 mins
Using the information you have gathered from your independent
research, work in small groups to share your information and
discuss and answer the following questions
http://flipquiz.me/review/52098
http://www.nhs.uk/Conditions/
pregnancy-and-baby/pages/
ultrasound-anomaly-baby-scans-
pregnant.aspx#close
C1

• A pregnant woman will meet a number of professionals, which can
include a midwife, community midwife, general practitioner (GP)
and obstetrician.
• Its common in the first two months of pregnancy for the mother to
feel nausea, have breast tenderness and urinate frequently.
• In late pregnancy swelling of the hands and feet, heartburn and
constipation are common.
• Its advisable that during the first three months of pregnancy
medication is avoid unless absolutely necessary.
Complete your given case study
C1
During Pregnancy

Time: 15 mins
• Create an advice sheet to inform pregnant women of the
antenatal care that they will receive during their pregnancy.
• Include information on why it is important this care is given
and that the pregnant women attend.
C1

• The mother will be assessed by a midwife before she leaves
hospital for the ‘baby blues’, any pain or fatigue,
• the midwife will then check with the new mother again six
weeks after the baby’s birth
• This check will look at weight, urine testing , blood pressure
and a breast check
• Mothers will be offered rubella vaccination if they were found
to be not immune during their pregnancy
http://www.nhs.uk/Conditions/pregnancy-and-
baby/Pages/postnatal-check.aspx#close
C1
Post-natal care

Time: 10 mins
• Discuss the importance of the post-natal checks for the
Mother and baby.
C1

Before the baby goes home the paediatrician will check for:
• Jaundice, thrush, nappy rash, that baby has passed
meconium and is not constipated or has diarrhoea.
• The baby will also will weighed and have a hearing
screening.
• How well the baby is feeding will be monitored.
• After ten days baby will be discharged from the midwife’s
care to that of the health visitor.
C1
Before the baby goes home

Group activity
Time: 15 mins
• Each group will be given a post-natal check. Find out about this
check, gathering as much information as you can.
• Share your group’s information with the other groups via padlet.
• Puerperium – Group 1 http://patient.info/doctor/postnatal-care-
puerperium
• The Post natal check six weeks after birth – Group 2
http://www.nhs.uk/conditions/pregnancy-and-
baby/pages/postnatal-check.aspx#close
• The baby’s six-week check – Group 3
http://www.babycentre.co.uk/a1047814/your-postnatal-check
C1

The new-born baby will have a number of observations and
checks in its first hours of life these will include:
• Apgar score http://www.babycenter.com/2_newborn-apgar-
test_10300050.bc
• Observations of limbs and head
• Skin
• Stools – meconium
• Eyes
• Umbilical cord
• Weight, length, head circumference
C1
New-born Observations and Checks

Pairs activity
Time: 10 mins
• Discuss why you think these observations and checks are
carried out on a new-born.
• What is the importance of these observations checks?
C1

Newborn babies also have a number of screenings carried out.
• Guthrie test – performed on the seventh day to detect
phenylketonuria (PKU) and cystic fibrosis – this is a heel
prick to obtain a sample of blood.
• Barlow’s test – check by the midwife then the paediatrician
to check for congenital dislocation of the hips. This test will
be repeated by the health visitor and GP at the 6 week
developmental check.
C1
Newborn Screening

Time: 15 mins
• Discuss and feed back from the pairs activity. Talk about the
reasons and importance of the checks and observations
carried out on a new-born.
• Share your thoughts on the screenings.
• Discuss if you think other screens, checks and observations
should be carried out on the new-born.
C1

• All babies in England will be given a Personal Child Health
Record (PCHR), this is has a red cover and is often referred
to as ‘the red book’.
• This will track the baby's progress and is shared between all
the professionals
• The red book will record the babies height and weight on a
centile chart.
• It will record all the baby’s immunisations.
C1
Personal Child Health Record (PCHR)

Time: 20 mins
• Research what a centile chart is and why and how it is used.
• Discuss with the rest of the group your findings.
Understand developmental checks from birth to 12 months
In pairs use tape
measures and centile
chart to plot your own
measurement’s on the
chart

Time: 15 mins
• Produce an information leaflet to explain all of the
observations, checks, screenings and immunisations that are
given to a baby from birth until they are one year old.
Directed Study task C1

Plenary Activity
Time: 10 mins
• Tell me a story
Conception to
gestation
Effects of birth
experiences
Post Natal Care Developmental
checks
Fertilisation Pre-conception
experiences
Mother / Baby Neonatal
screening test
Antenatal checks Pre-birth
experiences
Concerns the
parent may have
Developmental
review
Outcomes of
antenatal checks
Birth experiences GP Examantion

Assignment Task C1
To achieve C1 you are required to design
an information leaflet for new parents to
explain to them about the routine checks
carried out during antenatal care,
postnatal care and the first year of life,
remember to add pictures and give
reasons why checks are necessary.

Starter Activity
Reflect on your grid from enrolment day
Peer Assess
Age Social / Emotional Physical Intellectual /Cognitive Communication
/Language
New-born
One month old

Learning outcomes
• Identify stages and sequences of development
from birth to seven years in the following
areas:
• Cognition
• Speech, language and communication
• Physical development
• Personal, social and emotional
development. D3

Cognitive development is the child learning to interact with the world
around them. Part of this process of development involves
understanding abstract ideas, for example, the concept of green.
How do you know that
This…
This…
And this…
are all green?
Stages of cognitive development in children from birth to seven
years
© Hodder & Stoughton Limited
D3

Piaget identified four areas of development; the first two cover
birth to seven years.
D3
Stages of cognitive development in children from birth to seven
years
https://www.youtube.com/watch?v=TRF27F2b
n-A

• Babies communicate their needs from the moment they are
born.
• Initially, their communication is a series of different cries and
facial expressions.
• Babies and young children soon learn to communicate their
needs in a variety of ways.
• All children are individual, so although there is an expected
pattern of development, all children will develop at their own
rate.
Speech, language and communication development
D3

• There is rapid growth in the first two years of a child’s life. This
is when their growth will be monitored – health professionals
will weigh and measure them.
• A baby will double its birth weight by 5 months. It will triple
its birth weight by its first birthday and have grown 50% in
length.
• By 2 years old, children will have reached half their adult
height.
• At birth, the bones of a baby’s skull are not fused together –
this will happen during their first two years. By the time they
are 2 years old, their brain will be three-quarters the weight
and size of an adult’s.
Physical development
D3

• The first seven years of a child’s life are influential on their
personal development, as on all other areas of development.
This is the period of their life when they are learning and
absorbing the most.
• Personal development is about children beginning to
understand themselves – who they are, what they can do,
developing a sense of self.
• Children develop self-confidence and self-awareness, and
they move from being egocentric to being able to understand
the world from another’s point of view.
Personal, social and emotional development
D3

• Social development is about the social skills that we need to live
alongside other people – it is about the growth of relationships with
others.
• Babies start to develop social skills in their first year when they
engage in eye contact and play games such as peek-a-boo.
• By 2 years old, children will engage in parallel play (playing
alongside other children, but not with them). They are beginning to
be aware of the world beyond themselves.
• By the 3 years old, children will start to play cooperatively and
social skills such as turn-taking are developing.
• Between 4 and 7 years, playing with other children becomes more
important and children develop stable friendships.
D3

• Babies have a need to develop a strong bond with their primary
carer, so the first year is very important for their emotional
development.
• Children need the reassurance of the presence of their carer.
• Children may need their comforter with them to reassure them.
• Children can become easily frustrated by the limitations of their
physical or language skills, sometimes resulting in temper tantrums.
These will lessen as their skills develop.
• As children get older and develop friendships, these can be a source
of emotional upset. Young children will ‘fall out’ with their best
friends, see it as the end of the world, and ask the practitioner to
intercede, only to be best friends again five minutes later.
D3

Task D3
Have you Completed your given grid on cognitive development ?
Age Social / Emotional Physical Intellectual /Cognitive Communication
/Language
New-born
One month old

1. What is meant by the term ‘cognitive development’?
2. How do newborn babies communicate their needs?
3. At what age have children reached half their adult height?
4. Why do many 2 year olds have temper tantrums?

Assignment Task D3
To achieve D3 you are required to submit your
areas of development grid identifying the stages
and sequences of development from birth to
seven years in the following areas:
Social
Physical
Cognitive
Communication and language
Personal and emotional.
(at least 3 points for each age and stage is
required)

Starter activity
LO2 Understand stages and sequences of development from
birth to seven years D4
Time: 10 mins
What do you need to keep you going on a day-to-day basis?
Consider:
• Physical needs
• Emotional needs
• Social needs
• Personal needs
• Cognitive needs.

LO2 Understand stages and sequences of development from
birth to seven years.
• Identify the term ‘holistic’
• Explain holistic development. D4
• Identify the difference between sequence and rate of
development
• Describe neurological and brain development in children
• Explain factors which influence children’s development. C3

When you look for a synonym for the word ‘holistic’, you will find
words including:
• Rounded
• Full
• Complete
• Whole
• General
• Universal.
• Use the hand out provided to explain the term ‘holistic’ using at
least two of these words
Holistic development
D4

D4
Sequence of development is ??
Rate of development is ??
Brain development activity

• Scientists used to think that babies were born with a limited
capacity for learning, that they were born with a certain
number of brain cells and that there wasn’t the facility for
further development.
• More recent research suggests that a baby is influenced by its
environment and that intelligence depends on the
connections between nerve cells. These are influenced by the
quality of the educational environment.
Neurological and brain development
D4

• A longitudinal study (conducted over 20 years) found that
there was a correlation between the amount of mental
stimulation that a child receives at the age of four and the
cortex development (dedicated to language and cognition) in
their late teens.
• The cerebral cortex plays a key role in memory, attention,
perceptual awareness, thought, language and consciousness.
• The research concluded that other factors, such as parental
nurturing and cognitive stimulation at the age of eight, had no
effect on development later in life (Martha Farah, 2000).
Neurological and brain development
D4
http://fareham.mrooms.net/
course/view.php?id=174&se
ction=2

Assignment Task D4
To achieve D4 you are required
to complete a written account
which will explain ‘holistic
development’. Please use hand
out provided in the lesson and
answer all with examples.

Illness and accident can affect children’s development in the
short term. They can mean that a child may be absent from
school and miss out on learning.
• If a child has a contagious illness, they will be excluded from
the setting for the required length of time, but it should not
affect their development in the long term.
• An accident such as a broken leg may mean some absence,
however, when the child returns to school they may find that
they are temporarily restricted in the activities that they can
participate in, for example, PE.
Factors which affect children’s development in the short term
C3

Pairs activity
Time: 15 mins
A contagious illnesses will result in exclusion from the setting for
a period of time.
Consider:
• How a child may feel when they return to school after a
prolonged absence.
• How may this impact, in the short term, on development?
• What can the practitioner do to ease the return for the child?
C3

Lifestyle
Children who do not take much exercise tend to become inactive
adults. Obesity is more common in children who take little exercise.
Nutrition
Poor diet can lead to musculoskeletal problems or cardiovascular
disease. There could be a high risk of weight problems in adulthood,
and obesity can result in diabetes and heart conditions.
Eating habits developed in childhood are likely to be continued into
adult life.
Pollution
High levels of air pollution can affect the development of the lungs.
Factors which affect children’s development in the long term
C3

Poverty
Children growing up in poverty are statistically more likely to have accidents,
some of which can have long-term effects.
‘Developmental delay in early childhood, particularly delay in speech and
language, is associated with social disadvantage.’
www.endchildpoverty.org.uk/files/Health_consequences_of_Poverty_for_chil
dren.pdf.
Housing
There is a link between poor housing and poverty.
‘There is evidence of a direct link between housing conditions in childhood
and later health problems, or even death, in some studies.’
http://england.shelter.org.uk/__data/assets/pdf_file/0016/39202/Chance_of
_a_Lifetime.pdf
Factors which affect children’s development in the long term
C3

Time: 15 mins
Research:
Group 1
• The factors which affect children’s development in the short term.
Group 2
• The factors which affect children’s development in the long term.
Make notes and prepare to share them in the Group activity.
C3

Time: 15 mins
Share the research that you carried out in the Independent
research activity with your group.
Design two posters:
• One to explain the factors that affect children’s development
in the short term and explain how the factors affect
development.
• One to explain the factors that affect children’s development
in the long term and explain how the factors affect
development.
Present your posters to the rest of the class.
C3
Task

To achieve C3 you are required to complete a colourful poster
which will explain factors that influence children’s development.
Make sure you add at least 6 factors including how the identified
factor affects development.
Assignment Task C3

Starter activity
LO3 Understand theory and educational frameworks which
inform knowledge and understanding of early years practice
B1
Time: 10 mins
Write down your own definition of the following terms using
only one sentence for each:
• Cognitive development
• Speech, language and communication development
• Social and emotional development.

inform knowledge and understanding of early years practice.
• Describe theoretical perspectives in relation to: B1
• cognitive development
• speech, language and communication development
• physical development
• social and emotional development.

You will work with your partner to research your given theorist
You can use the information within this power point, books and
resources in which you can find on Oracle
I have also placed a selection of books in the classroom
You may present your feedback to the group as role play, poster
or power point format
Please ensure you reference your sources of information
Please complete the given hand-out when listening to the
presentations from your class mates
Pairs Activity

Lev Vygotsky
• Vygotsky believed that cognitive development relies on social
interaction with other people.
• He developed the zone of proximal development theory (ZPD).
This theory identifies what the child can do independently and what
they can do with assistance; it highlights their potential.
Theoretical perspectives in relation to cognitive development
TASK DIFFICULTY
easy hard
Solves problem Solves problem Cannot solve problem
Independently with assistance/scaffolding
(actual level) (potential level)
B1

Lev Vygotsky
• Social interaction and language are key to Vygotsky’s ZPD theory.
• He believed that the gap between what the child could do
independently (for example, put their shoes on) and what they
could do with assistance from a more knowledgeable other (MKO)
(for example, tie up their laces) was the zone where learning
occurred.
• The ZPD is the distance between the child’s ability to solve a task
with support and their ability to solve the problem independently.
• The MKO could be a teacher or a peer, or anyone who has more
understanding or ability than the learner.
B1

Piaget identified four stages of cognitive development:
1. Sensorimotor 0–2 years: This is when babies explore their world
through their senses and develop schemas.
Object permanence – this is when a baby does not understand that an
object still exists when it is out of sight.
2. Pre-operational 2–7 years: Children are egocentric. They begin to
use symbols and learn through ‘pretend’ play.
Children are egocentric, and cannot see things from another person’s
point of view.
inform knowledge and understanding of early years practicE
B1

3. Concrete operations 7–11 years: Children begin to apply rules and
strategies to their thinking.
Children are now able to conserve, i.e., although an object changes its
appearance, its quantity remains the same.
4. Formal operations 11–15 years: Children can think in abstract
forms.
Children are able to think logically and work in abstract forms.
(Continued from previous slide.)
B1

Noam Chomsky
• Chomsky believed that children are born with specific linguistic
knowledge, that they have an innate ability to acquire language. He
called this the Language Acquisition Device (LAD). His theory is
classed as the ‘Nativist’ perspective.
• Chomsky believed that the optimal age for learning language was
between 3 and 10; after this he believed it is very difficult, if not
impossible, to learn language.
• Chomsky thought that children would still learn to speak even with
little, or no, adult support.
Theoretical perspectives in relation to speech, language and
communication development
B1

Burrhus Skinner
• Skinner’s theory follows the learning perspective, he argues that
language development is based on conditioning.
• His theory of behaviourism is central to his theory of how children
learn language.
• He believed that language is learned by reward, for example, when
babies say ‘da da’ they are praised, but adults don’t reinforce
sounds that they don’t recognise.
• He thought that language developed through imitation and
reinforcement.
B1

Lev Vygotsky
• Unlike Piaget, Vygotsky believed that language is necessary for
learning and precedes cognitive development.
• He thought that children developed speech and language skills to
serve as social skills and once these were internalised they led to
higher thinking skills.
• Vygotsky believed that language had two functions – it is how they
receive information and how they develop thought.
• He thought that children had ‘private’ or internal speech – when
they talk to themselves as they are engrossed in an activity, for
instance. This private speech eventually becomes internalised
(inner speech) and that thought is the result of language.
B1

Arnold Gessell
• Gessell was one of the first theorists to identify
developmental milestones – he called them ‘Gessell
developmental schedules’.
• He developed the maturational theory, which suggests
that children’s development is due to their biological
makeup and that environment has only a small influence.
Theoretical perspectives in relation to physical development
B1

Jerome Bruner
• Bruner, like Vygotsky, emphasises the importance of social
interaction in the learning of language.
• He identified three modes of representation:
1. Learning through doing
2. Learning through recording
3. Symbolic mode when children use symbols to represent something. These
symbols can be pictures, models, words or numbers, among other things.
• Bruner felt that language is important in order to help children to
deal with abstract concepts.
B1

John Bowlby
• Social development is closely linked to emotional
development. It is through relationships that young children
learn how to understand their emotions.
• Bowlby believed that the first relationships that children make
are very important and continue to influence their social
relationships in later life.
• Bowlby thought that if this bond was broken or disrupted (e.g.
through a prolonged time in hospital) within the first 2½
years, this could have long-term negative consequences.
B1
Theoretical perspectives in relation to social and emotional
development

Pairs activity
Time: 15 mins
Consider the following scenarios and how theories of language development
relate to each:
A child spends much of
her time playing by herself
in your pre-school. She
chatters away to herself
and appears happy.
Should you encourage her
to play with other
children?
How does Vygotsky’s
theory relate to her?
A baby is born to
parents who are
hearing and speech
impaired. How are
they able to reinforce
the baby’s language?
How would Skinner’s
theory relate to her?
A child has just arrived
in the UK from abroad.
He speaks no English
and has started school in
Year 5.
How would Chomsky’s
theory relate to him?
B1

Research the following theorist’s please refer to these when writing up
your assignment remember to reference your work.
Piaget’s work on schemas.
• Explain what he meant by schemas.
• List the different schemas that he identified.
• Provide an example of a schema – maybe one that you have
observed in your setting – and explain how it is an example of the
schema chosen.
• Consider how schemas can inform planning.
• Cathy Nut-brown – the importance of learning through play
• Anna Craft - creativity and positive thinking.
B1
Directed Study activity

Extension activity
Time: 15 mins
A case study
• Describe a typical 5-year-old child (you can describe an
imaginary child or one you have worked with).
• Explain their strengths and weaknesses.
• Choose one of the areas of development and one theorist.
• Now describe your child in relation to the area of
development that you have chosen.
• Imagine that you are the theorist. Explain the child’s learning,
behaviour and development so far, through your theory.
B1

1. Complete the grid on theory’s of development?
2. Theory match up activity

Group activity
To achieve B1 you are required to complete a written account to
accurately describe a theory for each of the following theoretical
perspectives.
Cognitive development
Social and emotional development
Assignment Task B1

Starter activity
B2
Time: 10 mins
Name that theory!
Bandura
Skinner
Vygotsky
Chomsky
Harter
Gessell
Piaget

inform knowledge and understanding of early years practice.
• Identify current frameworks within early years practice
• Describe what these current frameworks are
• Explain how theoretical perspectives relating to child
development inform current frameworks. B2

• The EYFS aims to work in partnership with parents, providing
equality of opportunity and a secure foundation through learning
and development opportunities, which are planned around the
needs and interests of each individual child (EYFS 2012).
• The EYFS recognises that every child is unique, that they learn best
through positive relationships in enabling environments and that
they will learn in different ways and at different rates.
• There are seven areas of learning and development, but the three
prime areas include ‘Communication and language’.
• Children have an assessment check between the ages of 2–3 years
old.
Current frameworks – Early Years Foundation Stage (EYFS)
B2

• The importance of physical development is recognised by the
revised EYFS, which identifies physical development as one of the
three prime areas of learning.
• It suggests that children should not only be active but also
interactive, and that opportunities should be provided for them to
develop skills of coordination, control and movement.
• The EYFS also highlights the importance of children understanding
the importance of exercise and making healthy choices.
• Practitioners working with the youngest children are required to
focus on the three prime areas. Emphasis is placed on playing and
exploring and active learning.
B2

• According to the National Curriculum: ‘every state-funded school
must offer a curriculum which is balanced and broadly based and
which promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society.’
• Physical education is one of the nine foundation subjects in the
National Curriculum. Its aims include:
• to develop competence in a broad range of physical activities
• to be physically active for sustained periods of time
• to engage in competitive sports and activities
• to lead healthy, active lives.
Current frameworks – The National Curriculum in England
B2

Personal, social and emotional development is one of the three prime areas
of learning and development identified in the EYFS.
The EYFS contains four overarching principles, two of which are particularly
relevant to PSE development, stating that:
• ‘every child is a unique child, who is constantly learning and can be
resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive
relationships’.
It also states that:
‘Personal, social and emotional development involves helping children to
develop a positive sense of themselves, and others; to form positive
relationships and develop respect for others; to develop social skills and learn
how to manage their feelings; to understand appropriate behaviour in groups;
and to have confidence in their own abilities.’
B2

The National Curriculum for Key Stages 1 and 2 (the primary
curriculum) states that one of its aims is to provide ‘pupils with an
introduction to the essential knowledge that they need to be educated
citizens’.
It further states: ‘All schools should make provision for personal, social,
health and economic education (PSHE), drawing on good practice’.
Current frameworks – The National Curriculum in England
B2

Time: 15 mins
Research both the EYFS and the National Curriculum.
• Identify areas in both frameworks where speech, language
and communication is referred to.
• Consider the aims and principles of the frameworks.
• Make careful notes and write down your sources.
https://www.gov.uk/government/publications/national-curriculum-in-
england-framework-for-key-stages-1-to-4
http://www.foundationyears.org.uk/eyfs-statutory-framework/
B2

Reflection activity
Time: 15 mins
Choose either the EYFS or Key stage one
• Make notes of any activities that demonstrate the framework
in use – for example, outdoor play to support physical
development.
• Consider how the theoretical perspectives have had an impact
on it.
• Critically consider whether the framework could/should have
had greater regard for the theories.
• Use your given philosophy card to make links to the
curriculum
B2

Piaget
• Understanding Piaget’s four stages can help to inform planning.
• If a practitioner understands egocentrism it will help to inform
them when dealing with such situations as a child who takes
someone else’s toys.
• The practitioner can plan activities to develop concepts such as
conservation.
Vygotsky
• Vygotsky’s focus on the role of the MKO (more knowledgeable
other) has implications for the practitioner, considering how and
when to intervene to support children in learning new skills and
concepts.
How theoretical perspectives impact on current practice
B2

Rudolf Steiner
• Steiner identified three essential developmental ages of childhood,
the first being 0–7 years, which he considered an important stage.
• He believed that children learn through imitation and doing.
• Steiner believed that the environment was central to a child’s
learning and development.
Susan Isaacs
• Isaacs stressed the importance of children’s play in their
development and learning.
• She discouraged desk-based learning and advocated that children
should have space and freedom to play.
B2

Rudolf Steiner
• Steiner identified three stages of development:
1. 0–7 years
2. 7–14 years
3. 14–21 years.
• Within these stages he identified phases: the development of the will
during 0–7 years, the development of feeling during 7–14 years and the
development of thinking from 14 onwards.
• He was concerned with the holistic development of the child and felt that
the environment was vitally important to a child’s learning.
• Steiner believed that self-esteem and emotional well-being are essential
to the child’s development. His approach emphasises the relationship
between cognitive maturity and socio-emotional and moral development.
B2
Theoretical perspectives in relation to social and emotional
development

Maria Montessori
• Montessori believed that children learn best through using their hands.
• She felt that one of the main factors that contributed to the child’s
development was the ‘prepared’ environment.
• Children learn through exploration and the adult’s role is to create an
environment where they can do this.
Friedrich Froebel
Although one of the early theorists (1782–1852), Froebel’s theories are still
relevant today.
He stressed the importance of play and recognised that the outdoor
environment is vital to children’s learning and development.
B2

Chris Athey
Chris Athey developed Piagets idea of schemas when working on
the Frobel Nursery research project, working in close partnership
with parents. Schema theory delivered from Athey’s work has a
strong place in early years practice in the UK.
inform knowledge and understanding of early years practice B2

Group activity
Time: 15 mins
Consider the importance of play in relation to physical
development.
• List any play activities that you have observed when working
with children.
• How important is the outdoor environment to supporting
physical development?
• Consider the theories of Gessell, Froebel, Montessori, Steiner
and Isaacs – what evidence is there of the influence of these
theories in your setting?
B2

Extension activity
Time: 15 mins
You have been asked to write a policy for the development of
personal, social and emotional skills in children aged 3–5 years.
Consider:
• What skills you would expect them to have developed
• How you can support them in developing further
• Provision of appropriate activities and resources
• Links to the EYFS
• Theorists that you might refer to and why.
B2

To achieve B2 you are required to further explain how one of the
previously written about theories links to the Early Years
Foundation Stage and also add a new piece about one
philosophical perspective and how this links to the EYFS too.
Assignment Task B2

1. List three activities that you have observed that promote:
• Personal, social and emotional development
• Language development
• Physical development.
2. Explain how these activities relate to the frameworks
studied.
3. Is your setting influenced by any of the theorists we have
studied – for example, in layout or planning?

Starter activity
LO4 Understand the role of the practitioner when promoting
child development from birth to seven years C2
Time: 10 mins
The cards for this activity describe the various roles and
responsibilities of the practitioner .
• Decide which ones you think are more important and rank
them in order of importance.
• On the five blank cards, write other areas of the practitioner’s
role that you can think of.

child development from birth to seven years.
• Discuss the role of the early years practitioner when
promoting child development in relation to: C2
• Cognitive development
• Speech, language and communication development

• The practitioner plays a vital role in the development of
cognition in the child.
• It is their responsibility to meet children’s individual needs, to
educate and facilitate their learning, to provide opportunities
for improving skills and expanding knowledge.
• Initially the practitioner needs to observe children, to gain
information about what they can and cannot do. This will then
inform their planning.
• They should then support the children by scaffolding and
questioning to extend their thinking.
The role of the practitioner – cognitive development

• The practitioner should provide open-ended and practical
tasks to encourage children to develop their imaginations.
• The practitioner should follow this up by posing questions to
challenge the children and encourage them to reflect on their
experiences.
• The practitioner needs to be aware of children’s development
in other areas – for example, social/emotional and language
development.
The role of the practitioner – cognitive development

Pairs activity
Time: 15 mins
With your partner, consider open-ended questions and activities.
• Use your given area of the EYFS to plan an activity
• List open-ended questions that a practitioner could ask the
child while they are involved in the activity.
• List closed questions for the same activity.
• Discuss the importance of questioning in scaffolding.

• Speech
Initially, this will be the gurgling and cooing that a baby produces. The
next stage would be babbling, when a baby is experimenting with
sounds and produces blends such as ‘ma’ and ‘da’. Ultimately, the child
will be able to speak fluently with expression and without hesitating.
• Language
Language includes expressive language and understanding. Expressive
language is when the child is able to link words together to build up
sentences which follow the rules of grammar. Understanding is
processing and making sense of what people say.
• Communication
This includes non-verbal communication. Children are able to take
account of other people’s views and opinions. They can use language
to question, clarify, describe and debate.
https://www.youtube.com/watch?v=_JmA2ClUvUY
The role of the practitioner – speech, language and
communication development

Group activity
Time: 15 mins
Choose either Speech or Language or Communication.
Identify all the ways in which a practitioner can support the
development of this.
• You may wish to refer to the National Curriculum and the
EYFS.
• Refer to the bullet points on slide 7.
• Consider strategies and activities that you can employ.
• Prepare a presentation to give to the rest of the class to
explain your work.
• You should explain how your suggestions will support
development in children.

• In order to promote physical development in children, a practitioner
needs to be aware of the stages of development. They should carry
out observations to ensure that children are meeting the
developmental milestones.
• It is then important to plan appropriate activities to develop both
gross motor skills and fine motor skills.
• The practitioner should consider both indoor and outdoor activities.
• Any significant delays in reaching the milestones will need to be
carefully monitored and, if necessary, advice taken from other
professionals – for example, health professionals.
• At all times, the practitioner should be aware of relevant
frameworks and the importance of physical activity for children in
early years.
The role of the practitioner – physical development

Reflection activity
Time: 15 mins
https://www.youtube.com/watch?v=yC2IrZTd4t0&list=PLdeekopL3Rez
E7l104PptsGSNUK6kU9uA
Reflect on how practitioners in the clip support the physical
development of all children.
Consider:
• The age and stage of the children
• Outdoor play
• Indoor play
• Gross motor skills
• Fine motor skills.

• In promoting the social and emotional development of
children, the practitioner needs to know and understand the
child. The role of the key person will be essential to this.
• It is important to liaise with the parents or carers of the child.
• It is the practitioner’s responsibility to meet children’s
individual needs, to be aware of their stage of development,
to plan for equality and diversity and inclusion.
• The practitioner needs to be aware of relevant frameworks
and setting policies and plan accordingly.
https://www.youtube.com/watch?v=_JmA2ClUvUY
The role of the practitioner – social and emotional development

The practitioner should:
• Listen
A good listener will be aware if the child is unwell or upset. They will know
of children’s interests and can plan accordingly.
• Observe
Observations will inform the practitioner of children’s limitations, they
will be able to plan for and avoid children’s frustrations.
• Model
A practitioner should model effective social and emotional skills.
• Teach
A practitioner should teach skills for managing emotions.
The role of the practitioner – social and emotional development

Pairs activity
Time: 15 mins
Discuss the bullet points on the previous slide.
• Consider all the benefits to the practitioner of each bullet
point: listen, observe, model and teach.
• Consider all the benefits to the child of each.
• Identify an example from your own practice of when you have
listened, observed, modelled or taught a skill which supports
the social or emotional development of children.

Extension activity
Time: 15 mins
Plan a series of activities around a theme – for example, homes.
• Briefly outline an activity that you could plan to promote each
of the areas of development.
• Identify the age that your activities are aimed at.
• Explain how your activities would support the child in their
development. This should cover all areas of learning.
• Highlight how the physical activities benefit the holistic
learning of the child.

1. Write a list of bullet points that describe the role of the
practitioner.
2. What qualities does a practitioner need in order to support
the development of:
• Speech, language and communication

Group activity
To achieve C2 you are required to produce a ‘good practice
guide’ to discuss the role of the early year’s practitioner when
promoting child development in relation to; (pick 2 of the
following to add to your guide)
Assignment Task C2

LO5 Understand how to plan opportunities for children’s learning
and development from birth to five years
• Plan opportunities for children from birth to five years in
relation to: D5

Starter activity
LO5 Understand how to plan opportunities for children’s
learning and development from birth to five years D5
Time: 10 mins
• List as many activities as you can in 3 minutes.
• Compare your list with a partner.
• Sort your list according to which areas of development each
activity supports and develops.
• Activities can support more than one area of development.

• The development of language, thinking and learning are all very
closely linked. Sustained shared thinking (SST) explains how
practitioners should develop children’s critical thinking skills and
cognitive development.
• The practitioner should be aware of children’s interests and their
level of understanding. From here they can challenge children’s
thinking and encourage them to develop their ideas. This will often
take place through conversations during practical activities.
• SST was identified in the EYFS and it is part of the practitioner’s role
to nurture children’s thought processes. They need to encourage
children to be curious, to reason, predict, evaluate and suggest
solutions to problems.

Group activity
Time: 15 mins
Discuss activities that you could plan for a group of children aged
3–5 years.
Consider:
• Problem-solving
• Abstract thinking.
Discuss how the activities can support cognitive development.

Speech
• A baby cries when unhappy and gurgles and coos when happy. By
the age of 1 year 11 months, babies are able to use up to 50 words,
put 2–3 words together to form basic sentences and ask simple
questions.
• Between the ages of 2–3, children will begin to use descriptive
language, their vocabulary increases to 300 words and they can use
pronouns.
• At 3–5 years, a child will progress from using 4–6-word sentences
and muddling irregular words – for example, ‘sheeps’ for ‘sheep’, to
using well-formed sentences and being easily understood by adults.

Communication
• A baby will make eye contact; by 1 year 11 months it will be copying
adult body language and pretend play will be developing.
• Between the ages of 2–3, children will join in the play of others and
can hold a conversation, but will jump from topic to topic.
• At the age of 3, a child will play with his peers and understand turn-
taking. By the age of 5, he will be choosing his own friends, be
generally cooperative and will be able to plan projects – for
example, making a model.

Pairs activity
Time: 15 mins
Discuss activities that you could plan for a group of children aged
3–5 years.
Consider:
• Development of speech and grammar
• Developing language – adjectives, use of tenses (for example,
a weather board: yesterday the weather was … today it is …
tomorrow it will be…)
• Games and activities that encourage cooperation
• Activities that involve planning and problem-solving.

• Between 4–12 weeks a baby should be able to lift its head.
• Between 3–5 months their muscles will start to develop and they
will reach out for objects.
• At 5 months a baby can lift objects.
• At 6 months a baby will learn hand-to-hand coordination.
• At 6–8 months a baby can sit without support.
• At 6–9 months a baby will start to crawl and use furniture to help it
stand.
• At 10–18 months a baby will try to walk on its own.
• At 15 months a baby will enjoy playing with bricks.
• At 18 months a child can climb onto a toy.

Between the age of 2–3, children will develop better coordination and
confidence with speed – for example, they will be able to:
• Run in a forward direction
• Jump in one place
• Kick a ball
• Stand on one foot
• Turn pages of a book
• Draw a circle
• Hold a crayon between the thumb and fingers.
• Why is it important to plan age appropriate activities for children?

Between the age of 3–5, children become increasingly confident in their
abilities, they can:
Gross motor skills
• Ride a tricycle
• Go down a slide unassisted
• Pull, push and steer toys
• Walk in a straight line
• Hop on one foot
• Run round obstacles
• Balance on one foot
• Skip with alternating feet
• Walk backwards
• Throw and catch a ball.
Fine motor skills
• Cut paper with safety scissors
• Build a tall towers with toy blocks
• Manipulate clay into shapes
• Draw crosses, circles and triangles.

Pairs activity
Time: 10 mins
Write a list of as many games or activities you can think of that
would promote physical development for each of the three age
groups:
• 0–1 year 11 months
• 2–2 years 11 months
• 3–5 years.
Remember to include a range of
activities that would support both
fine and gross motor skills.

Social and emotional skills that children will develop include:
• Responding to adults
• A sense of being an individual
• Independence
• Changes in managing own behaviour
• Cooperation
• Awareness of the feelings of others
• Friendships
• Turn-taking.

Time: 15 mins
Discuss activities that you could plan for a group of children aged 3–5
years that will support social and emotional development.
Consider:
• Children’s increasing independence
• The development of children’s social skills at this stage
• Individual needs, for example, a shy child
• That not all children will develop these skills at the same rate
• Games and activities that encourage co-operation, negotiating skills
and leadership skills
• Games with rules.

Extension activity
Time: 15 mins
Explain why each of the following are important when planning
an activity or experience:
• Individual needs
• Age and stage of development
• Available resources
• How the activity builds on previous learning
• How to make the activity fun while providing challenge
• Planning for equality and diversity and inclusion.

Time: 20 mins
Research relevant and useful activities.
Find examples suitable for each of the identified areas of
development:
Consider the thinking behind each activity. How might you adapt the
activities for your own setting?
Create a plan or plans to cover the areas of development identified.

1. List stories that involve a moral dilemma.
2. Explain opportunities in your setting for children to speak –
for example, ‘show and tell’.
3. Describe what is meant by ‘sustained shared thinking’.
4. What area of development does this support?

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