2. My Identity
Draw a portrait of yourself
For each letter of your name think of a word that best describes you
Caring
Loyal
Articulate
Irritating
Reasonable
Emotional
3. Complete my Identity handout
Religion Language
Family Music
Food Community
Nationality Leisure Pursuits
Job Festivals
5. D1
• Children’s emotional development and well-being are closely linked
to both social and behavioural development.
• If a child is emotionally stable and secure, they are more likely to
develop socially – which in turn will have a positive impact on the
emotional and the behavioural development.
• How safe and secure a child feels impacts on all areas of
development, but particularly on their emotional well-being.
Maslow recognised the importance of this when creating his
hierarchy of needs.
• Emotional and social development strengthen a child’s happiness
and well-being. The first relationships that they form will have an
impact on the rest of their lives.
https://www.youtube.com/watch?v=Iucf76E-R2s
Introduction
6. https://www.youtube.com/watch?v=kwxjfuPlArY
1) what attachment behaviour could be shown?
2) what did Bowlby say children were seeking other than to be fed?
3) what did Bowlby say about children’s outcomes?
4) what type of attachment do parents and babies need to make?
5) what did the parent say impacted on her building attachment to her child?
https://www.youtube.com/watch?v
=DnGthYxlu0E
What is a safe haven?
What is a secure base?
What is proximity maintenance?
What is separation distress?
8. D1, A1
Time: 15 mins
• You researched a theorist on attachment and learnt about
others by sharing your presentations with the rest of the class.
• Discuss each of the theories and critically review them.
• What are their strengths and weaknesses in relation to
childcare?
9. D1
• Bonding with a baby is vitally important, as we have already
recognised. It meets the physiological and safety needs on
Maslow’s hierarchy of needs. A bond can be created through the
day-to-day routines such as bathing, feeding etc.
• The senses are important in developing a relationship with a baby
through touch, eye contact and use of voice.
• A secure relationship is developed through more emotional
connections. This can still be through the regular routines involved
in bonding, but the tie is built through non-verbal cues. The quality
of these cues will determine the quality of the secure relationship.
• https://www.youtube.com/watch?v=Iucf76E-R2s
Bonding, attachment and developing secure relationships
10. D1
Time: 15 mins
Bowlby
• Complete the match up activity and answer the following
questions.
• Flip Quiz https://flipquiz.me/review/187971
11. Teenager Daniel Bartlam jailed for killing
mother with hammer
Bartlam, who was 14 when he beat his mother to death and burned her body, sentenced to
minimum of 16 years
Read through the
article
Why do you think
Daniel did this?
Did he have a
secure relationship
with his mother?
13. D1
• There are a number of cases of ‘feral’ children. These are children
who have not had the opportunity to form attachments and not
developed the accepted social skills.
• The impact of secure relationships on a child’s emotional well-being
can be evaluated by studying cases where children have lacked
those initial early attachments.
• First relationships usually last for life and form the basis for their
later life. Early attachments provide security and stability, which
provide the child with the confidence to develop and explore the
world.
• https://www.youtube.com/watch?v=dEnkY2iaKis
The impact of secure relationships on a child’s emotional well-being
14. D1 Directed Study Task
Time: 15 mins
• Research the case of Genie, the ‘wild child’, in preparation for
the next lesson.
• Make notes on how this case relates to the process of bonding
and attachment and the child’s well-being.
• What can be learnt from this case about the importance of
developing secure relationships?
• https://edpuzzle.com/media/595216dec962ff4bd54bd444/ed
it
17. In small groups you will be given a role of the key person you
must Identify what the key person does to provide this.
Produce information to display. D1
Time: 15 mins
What is the role of the key person in relation to:
Providing Routine for the child?
Encouraging children to form friendships?
Providing new experiences and play opportunities?
Providing praise and recognition?
Encouraging children’s independence and self reliance?
How does the key person form attachments with children?
What is the importance of attachment in relation to child’s well
being?
19. Assignment Task D1, A1
To achieve D1 you are required to provide leaflet with a clear explanation of the
process of attachment and the role of the key person to show understanding of:
•Attachment theory and the development of secure relationships
•The importance of attachment in relation to children’s emotional well-being
•The role of the key person to work in partnership and develop relationships with
children.
To achieve A1 you are required to provide an analysis addition to what you have
written for D1 this must examine the impact of secure relationships on children's
well-being in relation to:
• The impact of attachment
• Benefits of effective relationships with the key person for children’s emotional
Health and well-being
• Potential Implications for child if secure relationships are not experienced in the
early years.
You must make links to theorists and the EYFS to provide a full analysis of the topic.
20. Summary: plenary activities
1. Consider the importance of bonding and forming attachments for the
child’s development. Can you think of any negative issues?
2. Prepare questions to Interview a key person and ask what their roles
and responsibilities are to ask when you start placement.
3. What are the dangers of the key person becoming more important to
the child than their own parent/carer?
4. What could the practitioner do to avoid this?
5. Plan and lead an activity to promote emotional well-being unit 16 14.4
22. Starter activity
D2
Time: 15 mins
• What do you understand by the term ‘transitions’?
• How might we be affected by these?
• Write a list of possible positive and negative effects of
transitions.
24. D2
Transitions are changes or moves, in this case from one stage of
life to another. The first transition that a child might make could
be moving from home to a child-minder. How these transitions
are handled by both parents/carers and practitioners is very
important for the well being of the child.
Significant events would be experiences in a child’s life that may
affect their development such as the divorce of their parents.
Transitions and significant events
25. Transition
Think, pair, share different transitions and significant events that
a child may experience.
From these
transitions which
ones are planned /
unplanned?
26. D2
• Children will often be apprehensive about any changes, leaving the
familiar and moving to somewhere new and unknown. Their worries may
be simple such as ‘where are the toilets?’ or more deep seated, for
example, worrying about bullying. If these concerns are not recognised
and addressed, then a child’s learning and development may be affected.
• Significant events in a child’s life, for example, the death of a parent, can
have a traumatising effect on a child unless they are recognised and
addressed by the practitioner. The child may not always display signs of
distress, but it is the practitioner’s duty to be sensitive to the needs of the
child and be ready to support them where necessary.
http://link.brightcove.com/services/player/bcpid940636289001?bckey=AQ~~
,AAAA2uzqQrE~,6OG0BmXJ4lLjPBIrsIprnJtmkHdesQfW&bctid=948099056001
Potential effects of transition and significant events on a child’s
life
27. D2
• What can the practitioner do to support a transition?
• arrange visits to the new setting
• use ‘circle time’ to address issues and concerns
• empathise with the children, try to see things from a child-
centred point of view
• ensure that all information is passed on to the child’s ‘new’
teacher
• create effective links with other practitioners, in case follow
up support is needed.
The role of the early years practitioner in preparing a child for a
planned transition
29. D2
• As well as being aware of children’s concerns about transition,
practitioners should also be sensitive to their needs.
• Children may not always voice their concerns, but their behaviour
may be a sign that they are anxious, for example, bedwetting or
regressive behaviours. The practitioner will need to identify exactly
what the child’s needs are – they may need to learn some self-help
or organisational skills, especially if they are moving on to primary
school where there may not be the same level of adult support.
• Children may need to talk about their fears, cuddly toys can be
useful here – the children can address their concerns to the cuddly
toy, e.g. ‘Teddy is worried about changing classes, what are some of
the questions that he has?’
The role of the early years practitioner in supporting the needs
of children during transition
30. Group activity
D2
Time: 15 mins
In your group, Look at your given case study, Discuss how you
would support the child in question and devise an action plan.
31. Extension activity
Significant
events
D2
Time: 15 mins
Produce a poster with a diagram to show the various significant
events that a child may experience in their early life.
Explain how some of these events may affect the child.
32. Directed Study Task
Research innovations that are in place in various settings and
LEAs to support transitions for children.
• Evaluate the innovations and schemes that you have found –
do you think that they are successful or not?
• Make a note of your sources.
33. Assignment Task D2, C4
To achieve D2 you are required to provide a written report to include a
discussion of the potential effects of a range of transitions which must
include the identification of:
• planned and unplanned transitions
• significant events a child may experience
• potential effects of transitions and significant events on a child’s life.
To achieve C4 you are required to provide an explanation of the role of the
practitioner in preparing for and supporting children during transitions to
show understanding of:
• meeting children's individual needs in relation to transitions and
significant events
• the role of the key person in supporting children and families
• appropriate sharing of information
• working in partnership with other professionals.
34. Reflection activity
D2
Time: 15 mins
Prepare a questionnaire with questions about transition to ask
your supervisor at your placement.
Questions could include:
• How do you prepare children for transition?
• What policies and practices do you have in place to support
children through transition?
• Have you ever had to support a child through a significant
event – how did you manage it?
35. Summary: plenary activities
1. When you have interviewed your supervisor, evaluate the practices that
your setting has in place to support children during transitions.
2. Do you consider their practices robust enough? Why/why not?
3. How would you improve on their practices if you were writing a policy
on how to plan for transitions?
40. D3
Routines should provide a predictable and well-ordered
environment.
• Nappy changing
Provides the opportunity for parents and practitioners to
bond with babies.
• Toilet training
Encourages children to develop independence.
• Washing and bath time
Shows children how to take care of themselves.
http://www.creativeeducation.co.uk/video/94
Why are routines important for children? (cont’d)
41. Task
Work in pairs to Complete the tasks
Complete your grid adding what the child’s care needs
are and add the Practitioners role for each task
http://www.nhs.uk/conditions/pregnancy-and-
baby/pages/washing-your-baby.aspx
42. Now you have completed your care routine tasks
Reflect on peer assessments from nappy changing activity
Work through toilet training hand out
Discuss how you would care for a child’s skin, teeth and hair?
Task D3
47. Assignment Task D3
1. To achieve D3 you are required to complete your grid
adding an accurate explanation of the role of the early
years practitioner in meeting the individual physical needs
of children must be given and include children’s needs for:
• rest and sleep
• fresh air
• food and water
• nappy changing/toileting/toilet training
• washing, bath time, care of skin teeth and hair
• protection from injury and illness.
58. LO3 Understand the physical care needs of children D4
Time: 15 mins
Discuss the safety precautions that can be taken to prevent
sudden infant death syndrome (SIDS) by both parents and
practitioners.
• What precautions should you take in a setting?
• Complete the task what is a safe layout
http://www.lullabytrust.org.uk/safer-sleep
• Design a poster to inform parents of all that they can do to
help prevent SIDS.
• Consider how this information may be different to the advice
given to a practitioner.
59. Assignment Task D4
To achieve D4 you are required to provide a good sleep guide to
inform parents / carers you must include an explanation of the
rest and sleep needs of children from birth to seven years and
consider children’s safety to include:
• changing needs of children as they grow
• implications of interrupted or lack of sleep
• routines for rest and sleep
• research in relation to safe sleeping routines to reduce the risk
of SIDs.
67. Produce 3D Nursery
Group 1 0-1 year
Group 2 – 3 years
Group 3 4-5 years (Year R classroom)
Have you considered the indoor and outdoor environment?
Is your room age appropriate justify your reasons why ?
Use the cards provided to enable you to justify why your
environment is suitable for children.
73. To achieve C3 you are required to produce a staff induction pack to describe a
range of different factors within the early years environment which may
impact on the health and well-being of children to include:
• welcoming environment
• working in partnership
• promoting children's confidence, self-esteem, resilience
• meeting children's individual needs
To achieve A2 you are required to the analysis of the role of the early years
practitioner in maintaining a healthy environment for children should include:
• partnership working with parents/carers
• meeting children's individual needs
• promoting physical and emotional well-being
• inclusive practice.
Assignment Task C3, A2
74. Begin your staff induction pack include:
C3 How you would provide a welcoming environment?
Ways in which you can include partnership working ?
How can you promote children’s self esteem and resilience?
How can you meet children’s additional needs?
How can you find out children’s preferences and interests? How would
you put these into practice?
A2 Analyse against EYFS, Piaget, Athey, Bowlby and Maslow
Free flow play and continuous provisions give examples of what you
have seen placement / kidz inc. Hand in after directed study on
Thursday
Unit 16 16.1, 16.2, 16.3, 18.1, 18.2, 18.3, 18.4, 18.5 Look at evidence
to generate for placement
Extension task / Directed study
76. Starter Activity
Read your Nursery world article discuss and take notes.
Do you think this will help Schools in tackling obesity?
77. Learning Outcomes
Identify local and national initiatives which promote children’s health and
well-being.
Evaluate national and local initiatives which promote children’s health and
well-being. B3
Evaluate benefits of working in partnership with parents/carers in relation to
children’s health and well-being. A*1
85. Assignment Task B3, A1*
To achieve B3 you are required to evaluate national and local initiatives must
show that the learner has:
• explored key issues included in national and local initiatives
• evaluated initiatives in terms of how they may/may not support children's
emotional well-being, physical care, nutrition and exercise needs.
To achieve A1* you are required to evaluation must give valid justifications
of the requirements to work in partnership with parents/carers to support
children’s health and well-being and include:
• benefits of working in partnership / appropriate information sharing
• implications of not working in partnership.
93. Group 1 0 -1 year
Group 2 1-2 years
Group 3 2-3 years
Group 4 3-5 Years
Group 5 5-7 Years
Feedback the information you have found ensure you have
added nutrients, vitamins and the role in the body, via padlet
Complete your grid
LO5 Understand the nutritional needs of children D5
In small groups research the nutritional needs of children aged:-
94. The Early Years Foundation Stage (EYFS) 2012
• Under the Early Learning Goals, one of the prime areas is physical
development and this includes health and self-care and states that
‘Children should know the importance of a healthy diet.’
• How can we provide this?
• Describe food and drink requirements in relation to current
frameworks look at your copy of the statutory framework section
3 3.47, 3.48, 3.49
• Look at national food standards (need for schools to provide fruit
and vegetables)
D5
96. Group activity
D5
Time: 15 mins
Class debate
Motion: Breastfeeding is always better than bottle feeding.
Divide yourselves into two groups.
• One group will research the arguments in favour of
breastfeeding.
• One group will research the arguments in favour of formula
feeding.
• You will then conduct a debate on the motion above.
• You will need to agree the rules of the debate with your tutor.
99. The Early Years Foundation Stage (EYFS) 2012
• Under the Early Learning Goals, one of the prime areas is physical
development and this includes health and self-care and states that
‘Children should know the importance of a healthy diet.’
• How can we provide this?
• Describe food and drink requirements in relation to current
frameworks look at your copy of the statutory framework section
3 3.47, 3.48, 3.49
• Look at national food standards (need for schools to provide fruit
and vegetables)
What did you find out from your directed study task?
D5
Starter Activity
101. D5
• It is important to wash your hands thoroughly before preparing
formula feeds.
• Ensure that all equipment you use has been sterilised.
• You should use boiled water at a temperature of 70ᵒC or above, as
this kills off the bacteria.
• Always follow the manufacturer’s instructions.
• After feeding, throw away any unused formula feed.
Preparing formula feeds
102. Time: 15 mins
• With your tutor, practise making up some formula feeds in the
classroom.
• In pairs, observe and support each other in ensuring that
good hygienic practice is followed.
• Use your hand-out provided to support you with this.
D5
103. D5
• Babies’ immune systems are not fully developed and so they are
more susceptible to germs and bacteria than we are. Sterilising
feeding equipment is, therefore, vital.
• As soon as the baby has finished feeding, the feeding bottle and
teat should be washed in hot, soapy water.
• All equipment should be washed in cold, clean water just before
sterilising.
• Equipment can be sterilised using any of the following methods –
cold water sterilising solution, steam (microwave or electric
steriliser) or boiling.
• Always follow the manufacturer’s instructions.
• Remember to always wash your hands before carrying out
sterilising procedures.
Sterilising equipment
104. Empty your formula
Wash your bottle toughly in hot soapy water
Sterilise your bottle using
cold water method
Steam steriliser
Produce a hand out to inform new mothers of the correct way to
make up formula feeds include an explanation of how to sterilise
the equipment after the baby has taken their feed.
D5
Sterilising equipment
105. Classroom discussion activity
Watch the clips note down your thoughts on:-
Baby led weaning https://www.youtube.com/watch?v=JCQeAtLM7EE
Traditional weaning
https://www.youtube.com/watch?v=X_ADZ15a1a4
106. D5
• Babies get the vitamins that they need from breast milk or infant
formula milk. But by the time they are six months old their need for
vitamins increases.
• Their birth store of iron will be becoming depleted – so an outside
source will be necessary.
• Important points when planning a weaning programme:
• Be patient
• Only introduce one food at a time
• Never leave the baby alone when feeding.
• Liaise with the baby’s parents or carers when planning a weaning
programme.
Explain how to plan a weaning programme (continued)
107. • Babies need a lot of energy and nutrients as they grow very quickly
in their first year – they will triple their birth weight and their length
will increase by 50%.
• There are four stages to weaning :
Stage 1 6 months
Stage 2 6–9 months
Stage 3 9–12 months
Stage 4 12 months and older
D5
Explain how to plan a weaning programme
Find out about the
suggested foods for
each stage and how to
prepare them.
Don’t forget that you
should liaise with the
child’s parents or carers.
Use the textbook and
the websites provided
to help you.
108. Produce an information leaflet to give
to new parents/ carers to inform them
of how to wean their baby
Include government guidelines and the
four stages of weaning.
109. Assignment Task C1, D5
To achieve D5 you are required to produce a table giving information that
identifies the changing nutritional requirements of children birth to 7 years
to include:
• benefits of breast feeding
• correct make-up of formula and safe practices (including
sterilisation of equipment)
• weaning process
• the main food groups, nutrients and vitamins and their role in the
body
• menus to provide well balanced diet
• food and drink requirements within current frameworks.
To achieve C1 you are required to produce a poster to the explain that you
understand:-
• the main food groups
• the role and function of nutrients and vitamins.
118. • Cultural variations in diet match up activity
Create a poster to highlight:
• benefits of working in partnership with parents/carers to
meet children’s dietary requirements
• medical factors affecting diet; allergies, intolerances, religious
and cultural preferences
• A range of strategies to encourage children to make healthy
choices.
• recognising children's preferences and interests.
Task
121. Assignment Task C2,B2
To achieve C2 you are required to add to your poster to explain the role of the early
years practitioner to meet children’s individual dietary requirements and the use of
strategies to encourage children to eat healthily, to include:
• benefits of working in partnership with parents/carers to meet children’s
dietary requirements
• medical factors affecting diet; allergies, intolerances, religious and cultural
preferences
• a range of strategies to encourage children to make healthy choices.
• recognising children's preferences and interests.
To achieve B2 you are required to provide an explanation of the impacts of poor diet
on children’s health and well-being in the:
• short term
• long term.
123. Starter activity
Starter - Shake up cards
Pick one of the shake up cards available
In pairs complete the given activity and
note how this may benefit a child in your
care?
Feedback your feeling to the whole group
126. Starter activity
Post it B1
Post your answers on the board feedback !
How many benefits have been identified?
Take a photo!
127. B1
There are lots of benefits to children of regular exercise.
Physical development
• Helps control body fat
• Develops stronger muscles and bones
• Encourages hand/eye coordination.
Social development
• Boosts self esteem
• Develops confidence
• Encourages children to feel good about themselves.
The benefits of exercise for children
128. B1
Cognitive development:
• improves sleep quality
• boosts memory
• enhances your mood.
Children who exercise regularly are:
• less likely to be overweight
• likely to have more energy.
Exercise will also have long term benefits:
• It can help reduce illnesses such as heart disease, diabetes etc.
The benefits of exercise for children (cont’d)
129. Lets take a look at the EYFS !
C5
EYFS
Physical development is one of the three prime areas in the
areas of learning and development. The EYFS states that
‘Physical development involves providing young children with
opportunities to be active and interactive, and to develop their
coordination, control and movement.’ (EYFS Framework DFE
2012)
United Nations Convention on the Rights of the Child
The UNCRC recognises that all children should have the right to
an education which develops their physical abilities alongside all
their other areas of development.
The requirements of current frameworks
133. • The age of the children you are carrying out your activity with ?
• What will they learn from this? Are there any other related skills
that they will learn, for example, social skills?
• Does the activity address risk and challenge?
• The resources you will need?
• Are there any children that you may have to make modifications for
(differentiation)?
You should:
• Demonstrate an understanding of the practitioner’s role
• Show how you have considered equality and diversity
Lets Get Planning C5
Use your activity plan to produce an activity to carry out at placement this will form
part of your first observation,
Please ensure that you include:-
136. Assignment Task B1, C5
To achieve C5 you are required to produce three activity plans providing
opportunities/activities for children to exercise for children aged 0-2 years, 2-3
years and 3-5 years that accurately consider:
• age appropriateness
• the potential value and benefits for children
• the role of the early years practitioner.
To achieve B1 you are required to add explanation on your activity plan of
benefits of exercise for children’s health and well-being must demonstrate clear
understanding of benefits for:
• the respiratory system
• the digestive system
• social development
• physical development
• a sense of well-being.
Notas del editor
Useful resources:
Explanation of Maslow’s hierarchy of needs
www.simplypsychology.org/maslow.html
Useful resources:
Article on Mary Ainsworth – includes a video
www.simplypsychology.org/mary-ainsworth.html
Information about Bowlby and Harlow – includes a video of the Harlow experiment
www.simplypsychology.org/attachment.html
James Robertson – synopsis of five films about separation from mother
www.robertsonfilms.info/young_children_in_brief_separation.htm
Youtube video ‘Attachment – Robertson, Bowlby and Ainsworth’ (23 mins)
www.youtube.com/watch?v=KVskAjrCkSU&feature=youtu.be
Useful resources:
Website that looks critically at attachment theory
www.psychologistworld.com/developmental/attachment-theory.php
Bowlby’s Attachment Theory – includes evaluation of the theory
www.simplypsychology.org/bowlby.html
Teacher notes:
Learners will need to discuss the non-verbal cues that parents and carers may pick up on from their babies.
Teacher notes:
Opportunity for learners to focus on theory.
Useful resources:
Information about Bowlby and Harlow – includes a video of the Harlow experiment
www.simplypsychology.org/attachment.html
James Robertson - synopsis of five films about separation from mother
www.robertsonfilms.info/young_children_in_brief_separation.htm
Youtube video ‘Attachment – Robertson, Bowlby and Ainsworth’ (23 mins)
www.youtube.com/watch?v=KVskAjrCkSU&feature=youtu.be
Website taking a critical look at attachment theory
www.psychologistworld.com/developmental/attachment-theory.php
Mary Ainsworth and Attachment Theory – includes video of the ‘Strange Situation’
www.childdevelopmentmedia.com/mary-ainsworth-and-attachment-theory.html
Bowlby’s Attachment Theory – includes evaluation of the theory
www.simplypsychology.org/bowlby.html
Red and green child use the grid from fostering
Useful resources:
Secret life of the wild child part 1 – the story of Genie (8 mins)
www.youtube.com/watch?v=dEnkY2iaKis&feature=youtu.be
Genie Wiley TLC Documentary (2003) – (12 mins)
www.youtube.com/watch?v=VjZolHCrC8E&feature=youtu.be
Genie (Secret of the Wild Child) (55 mins)
www.youtube.com/watch?v=hmdycJQi4QA&feature=youtu.be
Ten cases of feral children
http://listverse.com/2008/03/07/10-modern-cases-of-feral-children
Teacher notes:
Learners need to consider how the lack of a secure relationship affected Genie’s well-being.
They could also research other ‘feral’ children who had little chance of developing secure relationships.
Useful resources:
Secret life of the wild child part 1 – the story of Genie (8 mins)
www.youtube.com/watch?v=dEnkY2iaKis&feature=youtu.be
Genie Wiley TLC Documentary (2003) – (12 mins)
www.youtube.com/watch?v=VjZolHCrC8E&feature=youtu.be
Genie (Secret of the Wild Child) (55 mins)
www.youtube.com/watch?v=hmdycJQi4QA&feature=youtu.be
Ten cases of feral children
http://listverse.com/2008/03/07/10-modern-cases-of-feral-children
Useful resources:
Daily Mirror article on Daniel Bartlam: ‘Video nastiness: Kids as young as four act out violence they see in computer games, teachers reveal’ – an example of Bandura’s social learning theory in action
www.mirror.co.uk/news/uk-news/kids-act-out-computer-games-780731
Teacher notes:
Learners should be able to discuss the practical issues of being a key person.
Teacher notes:
Learners could consider the implications of a child forming a very close attachment to a practitioner who then leaves the setting, or the child moves on to a new class at the end of the year.
Teacher notes:
You could show the following video which deals with the transition from Foundation to Year 1 and Year 6 to Year 7.
Useful resources:
Video – ‘Transitions’ with Professor Ted Wragg (4 mins)
www.schoolsworld.tv/node/654
Teacher notes:
Students should consider transitions such as:
Home to child-minder
Nursery to pre-school
Foundation stage to Year 1
Moving from one school to another.
Significant events could include:
Divorce of parents
Death in the family
Moving home
Illness
Birth of a sibling.
Useful resources:
Video: ‘Transitions Building on Learning’ – explores the transition from home to nursery to Reception and on to Year 1 (14 mins)
www.schoolsworld.tv/node/2792
Teacher notes:
Learners should focus on the importance of the practitioner’s role in preparing children for transition.
Useful resources:
Article by Jane Drake on transition between settings
www.nurseryworld.co.uk/nursery-world/news/1080194/transition-settings
Teacher notes:
Learners should consider:
Illness
Death of a close relative
Moving house
Divorce
Adoption or fostering
New sibling
Death of a pet.
Teacher notes:
Learners should find examples of good practice.
Useful resources:
Examples of foundation stage transition projects from around the country
www.foundationyears.org.uk/wp-content/uploads/2011/10/Seamless_Transition.pdf
Good practice resource – Early Years Foundation Stage to school transition project: Carousel Children’s Centre
www.ofsted.gov.uk/resources/good-practice-resource-early-years-foundation-stage-school-transition-project-carousel-children’s-ce
Teacher notes:
Learners should identify that care for children is both physical and emotional.
Useful resources:
Explanation of routines
www.pbs.org/wholechild/providers/little.html
Rest and sleep activities lay baby in cot safely lullaby trust
Complete outdoor five minute shake up cards how do you feel after being outside benefits of being out side
When to provide food and water
Nappy changing / tolitening activities
Baby bathing/ how to care for skin teeth and hair
Protection from injury illness
Useful resources:
The game cards can be found on the accompanying worksheet.
Lots of information, tips and quizzes on bathing babies
www.whattoexpect.com/baby-bathtime-basics.aspx
NHS advice on teeth cleaning routines for children
www.nhs.uk/Livewell/dentalhealth/Pages/Careofkidsteeth.aspx
Teacher notes:
This provides an opportunity for learners to recap on what they have learnt and relate it to relevant theorists.
Teacher notes:
This activity is designed to start learners thinking about stages of physical development in children, in order to prepare them for consideration of sleep and care needs.
Useful resources:
Time lapse video showing a child’s development from birth to 10 years in just over one minute. A fun resource to show child development.
www.youtube.com/watch?v=ejbNVWES4LI
Teacher notes:
Learners can deliver this using resources – for example, a PowerPoint presentation or poster.
Useful resources:
Web page examining how much sleep children need at different ages
www.babycentre.co.uk/a1022130/how-much-sleep-does-your-child-need
Web page examining how much sleep toddlers need at different ages
www.babycentre.co.uk/a1051092/how-much-sleep-does-your-toddler-need
Lots of useful links to resources on babies and sleep
www.babycentre.co.uk/c4826/baby-sleep
Teacher notes:
Learners should consider the importance of practitioners liaising with parents.
Useful resources:
BBC News article: ‘Sleep – key to tackling obesity’
www.bbc.co.uk/news/health-24162508
BBC News article: ‘Baby sleep “link” to weight risk’
http://news.bbc.co.uk/1/hi/health/7335015.stm
BBC News article: ‘Less childhood sleep has fat risk’
www.bbc.co.uk/news/health-13559462
Teacher notes:
Learners should describe planned and unplanned rest opportunities, which may include:
Story time for individuals and groups
Book corner
Soft cushions and bean bags
Blankets in the outdoor area to encourage children to sit down
Quiet activities such as puzzles
Quiet and calm staff who encourage children to stop and rest.
Useful resources:
NHS advice and information about sudden infant death syndrome (SIDS)
www.nhs.uk/Conditions/Sudden-infant-death-syndrome/Pages/Introduction.aspx
Bupa web page giving detailed information about SIDS, with FAQs and a link to further resources
www.bupa.co.uk/individuals/health-information/directory/c/sids
Information about SIDS
www.babycentre.co.uk/a419/sudden-infant-death-syndrome-sids
Useful resources:
Guidance on reducing the risk of cot death – includes a video
www.patient.co.uk/health/reducing-the-risk-of-cot-death
Lullaby Trust website – provides information leaflets for parents to download
www.lullabytrust.org.uk
Teacher notes:
Learners should show an awareness of the advice available for parents, for example:
Not falling asleep with a baby on a sofa
Not exposing a baby to a smoky environment
Not sharing a bed with a baby.
Useful resources:
Guidance on reducing the risk of cot death – includes a video
www.patient.co.uk/health/reducing-the-risk-of-cot-death
Lullaby Trust website – provides information leaflets for parents to download
www.lullabytrust.org.uk
Teacher notes:
Learners should discuss the importance of age and stage appropriate equipment and identify how it supports the health and well-being of all children.
Teacher notes:
Discussion will identify that individual needs are not solely based on special needs.
Teacher notes:
Lists should show hazards other than broken toys or trip hazards.
They could include:
Debris in the garden from overnight
Broken locks or latches
Entrance and exit points
Broken fence panels.
Useful resources:
NHS site with information on the SFVS with useful links and videos
www.nhs.uk/Livewell/5ADAY/Pages/Schoolscheme.aspx
Research paper that examines the question: Does the SFVS improve children’s diet?
www.ncbi.nlm.nih.gov/pmc/articles/PMC2652997
In-depth downloadable evaluation of the SFVS by NFER
www.nfer.ac.uk/nfer/publications/SFV01/SFV01_home.cfm?publicationID=98&title=Further%20evaluation%20of%20the%20School%20Fruit%20and%20Vegetable%20Scheme
Change4Life resources
www.nhs.uk/Change4Life/Pages/change-for-life.aspx
LMC website, includes the ‘Eatwell plate’ and other useful resources
www.food4life.org.uk
Change4Life – easy ways to be more active
www.nhs.uk/change4life/Pages/be-more-active.aspx
Play England website
www.playengland.org.uk
Play Scotland
www.playscotland.org/
Play Wales
www.playwales.org.uk/eng/
UN Convention on the Rights of the Child
www.unicef.org/crc
Every Child Matters – archived material available for download
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/cm5860
Statutory Framework for the Early Years Foundation Stage (EYFS)
www.foundationyears.org.uk/early-years-foundation-stage-2012
Teacher notes:
Learners can share their own experiences.
These may include:
Fun days or sports days
Healthy eating events
Role models of behaviour to promote safety and well-being
Individual meetings to discuss specific concerns.
Teacher notes:
Learners should develop their own evaluations of the SFVS initiative.
Useful resources:
Research paper that examines the question: Does the SFVS improve children’s diet?
www.ncbi.nlm.nih.gov/pmc/articles/PMC2652997
Teacher notes:
Learners should identify the following:
Fruit and vegetables
Starchy foods
Meat, fish, eggs and beans
Milk and dairy foods
Foods containing fat and sugar.
Useful resources:
NHS information on a balanced diet
www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx
Teacher notes:
Learners should identify the following:
Fruit and vegetables
Starchy foods
Meat, fish, eggs and beans
Milk and dairy foods
Foods containing fat and sugar.
Useful resources:
NHS information on a balanced diet
www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx
Teacher notes:
Learners must focus on their side of the debate and be aware of the rules of conducting a debate.
Useful resources:
NHS site – information on breastfeeding
www.nhs.uk/Conditions/pregnancy-and-baby/Pages/breastfeeding-positioning-attachment.aspx#close
Information on breastfeeding for health professionals
www.unicef.org.uk/BabyFriendly/Health-Professionals/Care-Pathways/Breastfeeding
Discussion on breast versus bottle
http://m.kidshealth.org/parent/growth/feeding/breast_bottle_feeding.html
American website on breast versus bottle
www.webmd.com/baby/breastfeeding-vs-formula-feeding
The breastfeeding myth
www.babble.com/baby/breastfeeding-vs-bottle-feeding-why-baby-formula-is-not-so-bad/
Daily Mail article on breast versus bottle
www.dailymail.co.uk/femail/article-4002/The-great-breast-bottle-debate.html
Guardian article on breast versus bottle
www.theguardian.com/lifeandstyle/2013/feb/10/breastfeeding-best-debate
Useful resources:
Website with lots of detail about nutritional guidelines for babies
www.ivillage.com/babies-nutritional-guidelines-babies/6-a-127621?p=1
Clear explanation of the nutritional needs of babies aged 6–12 months
www.smahcp.co.uk/professional-know-how/nutrition-for-babies/6-12-months-nutrition/information-680.aspx?catid=26
Teacher notes:
Learners should peer assess each other.
They should understand the importance of positive feedback.
Useful resources:
Clear, easy-to-read, NHS site about bottle feeding
www.healthystart.nhs.uk/food-and-health-tips/bottle-feeding
Guide to preparing and storing bottle feeds
www.babies.co.uk/feeding/a/preparing-and-storing-bottle-feeds/
Feeding hygiene and safety
www.babies.co.uk/feeding/feeding-hygiene-and-safety/
Teacher notes:
Learners should reflect on their knowledge of the Early Years Foundation Stage (EYFS) and the United Nations Convention on the Rights of the Child (UNCRC), and their role in providing for the welfare of children.
Useful resources:
Information on the UNCRC
www.unicef.org/crc
The Revised EYFS – downloadable PDF file
www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage
Statutory framework for the EYFS
www.education.gov.uk/publications/eOrderingDownload/00267-2008BKT-EN.pdf
Useful resources:
An easy-to-read booklet on the impact of malnutrition on children’s physical and mental development
www.kidscoplatepledge.org/wp-content/uploads/2011/11/platepledge-the-impact-of-nutrition.pdf
Research on how a poor diet in childhood may affect intelligence
www.nhs.uk/news/2011/02February/Pages/poor-diet-young-children-IQ-effect.aspx
Children with poor nutrition – links to other useful articles
http://healthyeating.sfgate.com/children-poor-nutrition-6555.html
Teacher notes:
Learners need to consider the social and emotional aspects as well as the health issues a poor diet may lead to.
Teacher notes:
Learners should ensure that they know the difference between a food allergy and a food intolerance.
Useful resources:
NHS web page giving information on anaphylaxis and what to do in the event of an anaphylactic shock
www.nhs.uk/conditions/Anaphylaxis/Pages/Introduction.aspx
What is the difference between food allergy and food intolerance?
www.yorktest.com/allergy-or-intolerance/?gclid=CIq7zdC6gLwCFZLKtAodYjoAdA
Is it a food allergy or food intolerance?
www.nhs.uk/Livewell/Allergies/Pages/Foodallergy.aspx
Web page giving information on sweets containing gelatine
www.buzzle.com/articles/gelatin-ingredients.html
Teacher notes:
Encourage learners to consider how exercise benefits social development.
Can they identify specific examples?
Teacher notes:
Learners should be encouraged to relate these benefits to practice in their settings.
Teacher notes:
Learners should look at the specific relevant areas of the frameworks.
Teacher notes:
Learners could consider the importance of enabling environments and how they encourage children’s problem-solving skills through challenge.
Teacher notes:
Learners should be encouraged to discuss their answers with the whole class to gather different views and opinions
Teacher notes:
Learners could consider the importance of enabling environments and how they encourage children’s problem-solving skills through challenge.
Teacher notes:
Learners should be clear about what free-flow play is, its importance to outdoor access, and how it encourages exercise.
Useful resources:
Brief description of indoor and outdoor environments
http://earlyyearsmatters.co.uk/index.php/enabling-environments/indoor-and-outdoor-environment
Useful website for evaluating the importance of free-flow play
www.earlylearninghq.org.uk/earlylearninghq-blog/the-importance-of-free-flow-play
Link to government research report: ‘Children’s experiences of the EYFS’
www.gov.uk/government/uploads/system/uploads/attachment_data/file/182163/DFE-RR071.pdf
Teacher notes:
Learners should identify the ‘fun factor’ of Wake Up Shake Up and investigate how short bursts of exercise can help to stimulate the brain.