Unit 16: Working with Children Under 3 Years - Scheme of ...
Scheme of work
This Scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.
Guided learning hours (GLH): 60
Number of lessons: 30
Duration of lessons: 2 hours
|Lesson |Unit content* |Activities |Resource checklist |
|Learning aim A: Understand how to meet the nutritional needs of children under three years |
|1 |Introduction to the unit. |Teacher presentation: Introduce the unit. Outline the nature of the learning aims and inform the |Interactive whiteboard |
| | |learners of the number of assignments that they will be expected to complete. |Unit specification |
| | |Refer to the unit’s links with Unit 11. |Skills for practice checklist for Unit 11 |
| | |Refer learners to relevant and reputable websites. |Professional journals |
| | |Refer learners to professional journals. |Research websites: |
| | |Paired activity: Learners to carry out website research into food and nutrition for children aged |NHS – nhs.uk – learners should search for the |
| | |under three years. Learners should make notes and feedback findings to the whole group. |‘eatwell plate’, ‘Your baby’s first solids’ and |
| | | |‘Start 4 life’, Live Well page |
| | | |World Health Organization – who.int |
| | | |British Nutrition Foundation – .uk |
| | | |Food – a fact of life – .uk |
|2 |The nutritional requirements in the first |Teacher presentation: Introduce session and learning aim A. Recap previous session and introduce |Interactive whiteboard |
| |six months, including differences between |aims of this session. |Computers with internet access and presentation |
| |breast milk and different types of first |Whole group activity: Teacher to show NHS video on breastfeeding and lead a general discussion about|software |
| |infant formula milk, follow-on milks and |breastfeeding versus formula feeding – the pros and cons of both. |Graph paper (for calculating amount of formula to |
| |soya milk. |Teacher-led discussion: Look at a global view of breastfeeding: World Health Organization advice |give a baby in relation to its weight) |
| |The amount of formula and frequency of |about breastfeeding and advice from a local children’s centre. |Research materials: |
| |feeds for a baby, to include how to |Small group activity: In groups, learners to prepare a presentation about the differences between |EYFS Framework and guidance materials – ‘Development|
| |calculate the amount required in relation |breast milk and different types of first infant formula milk, follow-on milks and soya milk. |matters in the early years foundation stage’ – |
| |to the baby’s weight. |Small group activity: Practical investigation of nutrients and ingredients in provided tins/packets |download from .uk (to be used for |
| | |of formula milks and how to calculate the amount of formula to give a baby in relation to its weight|reference throughout unit) |
| | |and the frequency of feeds. |NHS – nhs.uk – learners should search for ‘Live |
| | |Whole group activity: Using learners’ knowledge of the nutritional differences between breast milk |well’ (food and diet for babies and toddlers) |
| | |and bottle milk, discuss the pros and cons of both. |Pregnancy and baby information and breastfeeding |
| | |Extension activity: Breastfeeding – Do parents have a choice? What support is available? Learners to|video |
| | |also look at best-practice guidance/advice offered by government agencies. Can parents make informed|World Health Organization – who.int – learners |
| | |choices? |should search for ‘infant feeding recommendations’ |
| | | |British Nutrition Foundation – .uk |
| | | |– learners should search for ‘composition of |
| | | |breast/formula milk’ |
| | | |Range of packets and tins of formula milk, follow-on|
| | | |milks and specialist baby milks |
|3 |How to support mothers in an early years |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |setting who are breastfeeding, to include |Teacher-led discussion: Benefits of breastfeeding to babies. Advantages to mother. Range of examples|Computers with internet access |
| |providing a comfortable environment for a |of breastfeeding leaflets/published advice from government sources. |Breastfeeding leaflets/publishing advice |
| |mother to feed or express milk. |Small group activity: Learners to produce a leaflet on advantages of breastfeeding and how | |
| | |practitioners can support mothers. Learners need to consider the importance of the environment for | |
| | |feeding and expressing milk. Learners to compare own leaflets with a range of examples of | |
| | |breastfeeding leaflets/published advice from government sources. | |
| | |Whole group activity: Discuss the pros and cons of breastfeeding in public places. | |
| | |Extension activity: Learners to visit public places, shops, cafes in local area an assess facilities| |
| | |and support available for breastfeeding mothers. Learners to report on their findings in next | |
| | |session. | |
|4 |How to prepare feeds, including |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |sterilisation of equipment, preparation of |Teacher-led discussion: Facilitate discussion of learner findings from extension activity in |Practical equipment: |
| |formula feeds and storage of breast milk. |previous session. |feeding bottles |
| | |Teacher input: Introduce practical session on preparing formula feeds. Learners to practise |formula milks |
| | |preparing a range of formula milks. |kettle |
| | |Paired activity: Learners to research and write good practice guidelines for preparing and storing |clean tea towels |
| | |formula feeds. |sterilising unit |
| | |Teacher input: Explanation of the safe storage of breast milk in settings. |sterilising fluid |
| | |Homework activity: Ask learners to find and collect up-to-date advisory leaflets about | |
| | |bottle-feeding to be used in next session. | |
|5 |How to bottle-feed a baby, to include |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |ensuring safety and creating a comfortable |Guest speaker: Demonstration of how to bottle-feed a baby from mother/childminder with bottle-fed |Any resources that guest speaker might need |
| |and relaxed experience which will promote |baby. Followed by question and answer session. |Leaflets on bottle-feeding that learners have |
| |attachment and interaction |Activity (individually or in small groups): Learners to refer to the up-to-date advisory leaflets |collected |
| | |about bottle-feeding that they collected for homework and discuss similarities and differences |Creative materials |
| | |between the advice. Learners to create a classroom display with their findings. | |
|6 |Weaning, to include why weaning is |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |necessary, current guidelines about when to|Guest speaker: A health visitor to talk about weaning – timing, suitable foods, what to avoid, |Any resources that guest speaker might need |
| |start, foods to offer, foods to avoid and |additives and allergies. Followed by a question and answer session. |Leaflets about weaning |
| |baby-led weaning. |Whole group activity: Introduce a practical activity where learners are to prepare and taste |Practical equipment: |
| | |ready-made and dried baby foods. Learners to feedback on taste and note down comments on the food’s |range of tins, jars and packets of baby foods |
| | |texture, seasoning, taste, visual appeal (to adult) and ease of preparation. Facilitate discussion |kettle for warming water to mix with dried foods |
| | |of findings. |dishes and spoons |
| | |Small group activity: Learners to look through a range of up-to-date advisory leaflets about | |
| | |weaning. Learners to record information from their research and the notes they made from the guest | |
| | |speaker’s talk about when to wean, how to begin and build up weaning, best types of foods for early | |
| | |weaning, foods that should be avoided and how to prepare foods for weaning. Facilitate discussion | |
| | |about findings. | |
| | |Whole group activity: Discussion on diversity and cultural considerations when weaning. | |
| | |Individual activity: ‘What is baby-led weaning?’ Learners to investigate, collate findings and | |
| | |feedback and discuss with rest of group. | |
|7 |The nutritional needs of young children, |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |including the importance of: |Group activity: Discussion on the difference between the nutritional requirements of adults and |Computers with internet access |
| |iron |young children – |Research websites: |
| |vitamin D |Why is a balanced diet important for healthy growth? |NHS – nhs.uk |
| |calcium. |Why are iron, vitamin D and calcium important as part of a balanced diet in young children? |Kids and nutrition – kidsandnutrition.co.uk |
| |Meals, snacks and drinks for young children|Small group activity: Learners to create a thought shower on what they think the nutritional needs |Change 4 life – change4life.co.uk |
| |to meet their nutritional and energy needs,|and portion sizes are for the under threes. Teacher to collate ideas as a thought shower/spider | |
| |to include the importance of providing a |diagram on whiteboard. | |
| |variety of foods, water or milk drinks and |Small group activity: Learners to carry out internet research, using reputable UK websites, to find | |
| |opportunities to taste five fruit and |out if their thoughts are correct. They should find current recommendations and best-practice | |
| |vegetables a day. |guidance on nutrition for children under three years, specifically guidelines on food groups and | |
| | |portion sizes. | |
| | |Whole group activity: Learners feedback to whole class and review thought shower/spider diagram and | |
| | |research. | |
| | |Whole group activity: Discussion on diversity and cultural considerations for meals, snacks and | |
| | |drinks. | |
| | |Individual activity: Learners to plan meals, snacks and drinks for a 2 to 3 year old. | |
|8 |Issue Assignment 1, Task 1 to cover 3A.P1, |Teacher-led discussion: Summary discussion of learning aim A. |Computers with internet access |
| |3A.P2, 3A.P3, 3A.M1, 3A.D1 |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for |Centre-devised assignment or use authorised |
| |Use centre-devised assignment or use |completion/submission. |assignment from Pearson |
| |authorised assignment from Pearson |Individual activity: Learners to complete assignment independently and submit on agreed date. | |
|Learning aim B1: Understand how to meet the specific developmental needs of babies under one year |
|9 |The importance of ‘tuning in’ to babies to |Teacher presentation: Introduce learning aim B1 and aims for this session. |Interactive whiteboard |
| |support the development of attachments to |Whole group activity: Discussion on talking to babies. How do we talk to babies – differently from |Computers with internet access |
| |key person by understanding and responding |children or adults? Why is this? |Video clip showing baby and practitioner |
| |to their communications, to include |Individual activity: Learners to create a thought shower showing how adults respond to babies’ |communicating (from suitable DVD resources or from a|
| |interpretation of crying. |communications. |video-sharing website) |
| | |Whole group activity: Learners to watch a video clip of a practitioner interacting with a baby and |Research websites: |
| | |make notes about what makes the communication between adults and babies successful? |National Literacy Trust – .uk |
| | |Small group activity: Research into why babies cry and what their cries mean. Learners to collate |NHS – nhs.uk |
| | |information and feedback and discuss with the rest of the group. |BBC Health – bbc.co.uk/health |
| | |Extension activity: Discussion of the following question – ‘Is there an argument for leaving babies |Learners should search for guidance about how to |
| | |to cry?’ |‘talk’ to babies and how to communicate with them |
| | | |and interpret their cries |
|10 |How to respond to distressed babies, |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |including staying calm, picking up the |Group activity: Discussion on what might cause distress in infants – e.g. pain, fear, anxiety, |Creative materials for poster, e.g. paints, coloured|
| |baby, speaking in a soothing voice, gentle |needing attention, being frustrated, hunger, tiredness, boredom, illness. |paper, pens |
| |rocking or stroking, looking for visible |Small group activity: In groups, learners to research and then create a poster about techniques for |Research websites: |
| |signs of illness, injury or discomfort. |responding to infant distress (e.g. distraction, stimulation, change of environment, food, use of |NHS – nhs.uk |
| | |comforters, body contact). |BBC Health – bbc.co.uk/health |
| | |Small group activity: Discussion on giving in to infants. How can adults be consistent in dealing |Learners should search for current |
| | |with infants’ crying and demands? |guidelines/good-practice recommendations on |
| | |Group activity: Learners to feedback on small group discussions and discuss further the various ways|responding to distress (for their posters) |
| | |of dealing with distress (e.g. avoiding bribes and rewards, giving a quick response, keeping infants| |
| | |busy and stimulated, dealing with the obvious causes (such as hunger, tiredness), paying attention | |
| | |to acceptable behaviour). | |
| | |Extension activity: Discussion on consequences of offering bribes and rewards to resolve infant | |
| | |distress. | |
|11 |The importance of responding to individual |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |needs in care routines and having routines |Teacher input: Introduction to what care routines are and how they can vary for each child. | |
| |similar to those at home as this will help |Paired activity: Learners to discuss and make notes on the variations in care routines between | |
| |the baby feel secure and follow parental |different children. How do they vary and why? Learners should draw on examples from work | |
| |preferences. |placement/personal experience. Learners to feedback to the rest of the class. | |
| | |Activity (individually or in small groups): Learners to read case studies on responding to babies’ | |
| | |care routines and answer a series of teacher-set questions. | |
| | |Whole group activity: Learners to discuss responses to case studies. Learners to draw on examples of| |
| | |care routines from own work placement experiences. | |
| | |Extension activity: Further discussion on individual needs, consistent care and health and safety | |
| | |(e.g. if there is a nappy changing procedure, should this be applied to every child in exactly the | |
| | |same way? What about health and safety issues?) | |
|12 |How to balance the needs of individual |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |babies with the needs of others in group |Guest speaker: Early years practitioner/manager to discuss how to ensure individuality in babies’ |Any resources that guest speaker might need |
| |care, including being organised by planning|care within a baby room setting. Learners to take notes and take part in a question and answer |Examples of policy documents with respect to care |
| |and preparing ahead for routines and |session. |routines |
| |activities and selecting activities to |Small group activity: Learners to produce a good practice guidance leaflet on how to support |Creative resources for leaflet (e.g. pens, paints, |
| |appeal to more than one child. |individuals’ care routines and needs while maintaining consistency with policy and procedures. |paper) |
| | |Extension activity: Discussion on addressing the demands of parents, coping with criticism and | |
| | |maintaining quality. Learners to make notes. | |
|13 |How to prepare a sensory environment |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |indoors and outdoors, to include activities|Whole group activity: Discussion on learning through the senses. Does this only apply to very young |Creative resources for classroom display (e.g. large|
| |to explore different sounds, vision, taste,|babies or is learning through the senses applicable to older babies too? Can babies learn through |paper, staples or pins, glue, paints, pens, |
| |smell and different textures. |the senses both indoors and outdoors? If so, give some examples. |scissors, old early years catalogues, parenting |
| | |Small group activity: Learners to create a classroom display of a plan of a nursery identifying |magazines, back issues of Nursery World journal) |
| | |resources, equipment, activities to promote sensory development. |Research websites: |
| | |Group activity: Discussion on the importance and benefits of sensory environments for children with |Early Childhood Education – earlychildhood |
| | |additional needs. |education.co.uk |
| | |Activity (individually or in small groups): Learners to find out about experiments that have been |Learners should search for experiments/research into|
| | |carried out to determine how newborn babies process information through their senses. Learners to |how babies learn through their senses |
| | |feedback to whole group. | |
| | |Homework activity: Ask learners to visit baby departments of local shops to investigate toys that | |
| | |are suitable for mouthing. | |
|14 |Objects and toys to support oral |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |exploration which are safe and hygienic, |Whole group activity: Present learners with a range of toys/objects suitable for oral exploration. |Computers with internet access |
| |including household objects and natural |Learners to investigate them. Why are they suitable? |Range of toys/objects for oral exploration (e.g. |
| |objects which have an interesting texture, |Whole group activity: Discuss learners’ visits to baby departments of local shops and their views |baby rattles, teethers, large wooden kitchen |
| |shape and smell. |about the objects provided in class. What are the characteristics of toys suitable for mouthing |utensils, plastic cups, large apple, vegetable |
| | |babies? |brush) |
| | |Paired activity: Learners to make a leaflet for parents on household/natural objects suitable for | |
| | |mouthing babies and explain why they are suitable. Learners to feedback ideas to rest of group. | |
| | |Learners could also consider the different sizes of objects for different ages and kite marks. | |
| | |Extension activity: Discuss how the type and range of objects used for oral exploration may change | |
| | |as the baby develops and their needs change. | |
|15 |Issue Assignment 1, Task 2 to cover 3B1.P4,|Teacher-led discussion: Summary discussion of learning aim B1. |Computers with internet access |
| |3B1.P5, 3B2.P6, 3B2.P7, 3B3.P8, 3B3.P9, |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for |Centre-devised assignment or use the authorised |
| |3B1.M2, 3B2.M3, 3B3.M4 and 3B.D2 |completion/submission. |assignment from Pearson |
| |Use centre-devised assignment or use the |Individual activity: Learners to complete assignment independently and submit on agreed date. | |
| |authorised assignment from Pearson. | | |
|Learning aim B2: Understand how to meet the specific developmental needs of children from one to two years |
|16 |How to create an environment and |Teacher presentation: Introduce learning aim B2 and aims for this session. |Interactive whiteboard |
| |experiences indoors and outdoors to support|Whole group activity: Discussion about the need to support children’s curiosity and exploration to |Video clip showing children under three years |
| |curiosity and exploration, including books |meet their development needs (e.g. offering support by using treasure boxes, sand/water play, |engaged in exploratory play (indoors and outdoors) –|
| |for sharing, mirrors, water, swings, sit |bubbles, leaves, puddles). |from suitable DVD resources or from a video-sharing |
| |and ride toys, heuristic play and soft play|Individual activity: Learners to identify different ways of encouraging the development of curiosity|website |
| |areas. |and exploration. | |
| | |Teacher input: Show a video clip of children under three years engaged in exploratory play indoors | |
| | |and outdoors. | |
| | |Whole group activity: Class discussion about how to create an exploratory environment outdoors using| |
| | |similar resources (e.g. trowels, garden forks and watering cans for digging). Learners to make notes| |
| | |for reference/their files. | |
|17 |How to provide routines that value and |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |respect children, including sufficient |Whole group activity: Discussion – What are routines? What is meant by ‘respectful routines’? How |Computers with internet access |
| |time, offering choices, predictability and |can we liaise with parents to maintain the familiarity and predictability of their children’s |Selection of transitional objects (e.g. soothers |
| |familiarity. |routines? |(dummies), soft toys, pieces of blanket, ribbon) |
| |The importance of transitional objects or |Teacher presentation: Introduce the topic of transitional objects. Learners to think of a range of |Creative resources for poster (e.g. paints, coloured|
| |comforters and how to make sure they are |examples from own experience. Teacher to show learners some examples of transitional objects. |paper, pens, glue, scissors, back issues of |
| |readily available if the child is |Small group activity: Learners to discuss their views on the use of soothers (dummies). |parenting magazines and journals e.g. Nursery World)|
| |distressed and at rest or sleep times. |Small group activity: Learners to create a poster to illustrate the range of transitional objects | |
| | |that can be provided to children. | |
| | |Individual activity: Learners to independently research the importance of transitional objects in | |
| | |terms of children’s dependence on them and the effect they might have on their independence. | |
| | |Learners to make notes and discuss them with the Teacher. | |
|18 |The importance of recognising that |Teacher input: Recap previous session and introduce aims of this session. |Charts showing expected physical, intellectual, |
| |egocentricity is part of expected |Teacher-led discussion: On age- and stage-appropriate behaviours. Discuss the types of behaviour |emotional and social development norms in children |
| |development and that it may lead to |that would be considered acceptable for children between one and two years. | |
| |defiance and resistance; this will help |Small group activity: Learners to identify and list developmental norms for social and emotional | |
| |adults to understand and respond |development/behaviour for one to two year olds. Learners to create a thought shower of examples of | |
| |appropriately to children. |possible negative age-related behaviours – these behaviours should be linked to the norms of | |
| |The role of the adult in supporting labile |development and related to egocentricity, defiance and resistance. | |
| |emotions, including staying calm and not | | |
| |overreacting. | | |
| |How to use distraction to manage unwanted | | |
| |behaviour and avoid conflict and tears, | | |
| |including showing the child something else | | |
| |to interest them or giving them an | | |
| |alternative toy. | | |
|19 |The importance of supporting the |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |communication development of children from |Whole group activity: Discussion on whether social and emotional development is dependent on |TV programme (such as ‘Something Special’ from |
| |one to two years to their social and |children’s ability to communicate. |CBeebies) |
| |emotional development and learning, |Whole group activity: Discussion on methods of supporting communication development (e.g. use of | |
| |including how helping children to develop |gesture, eye contact, body language, repetition, naming and pointing). Learners to create a thought | |
| |their receptive language and first words |shower to illustrate methods to save for reference in their files. | |
| |helps them understand what is happening and|Paired activity: In pairs learners create a presentation on the importance of communication | |
| |makes them feel more secure. |development on social and emotional development of children aged one to two years. | |
| | |Extension activity: Learners to research, using the internet, how the use of baby signing supports | |
| | |communication development between parent and child. | |
| | |Whole group activity: Learners to watch a children’s TV programme and look out for repeated | |
| | |communication signs. Learners to note down some examples that they see. | |
| | |Individual activity: Learners to write a paragraph identifying their views about the use of signing | |
| | |to support communication. | |
|20 |Issue Assignment 1, Task 2 to cover 3B1.P4,|Teacher-led discussion: Summary discussion of learning aim B2. |Computers with internet access |
| |3B1.P5, 3B2.P6, 3B2.P7, 3B3.P8, 3B3.P9, |Individual activity: Learners to complete assignment independently and submit on agreed date. |Centre-devised assignment or the authorised |
| |3B1.M2, 3B2.M3, 3B3.M4 and 3B.D2 | |assignment from Pearson. |
| |Use centre-devised assignment or use | | |
| |authorised assignment from Pearson | | |
|Learning aim B3: Understand how to meet the specific developmental needs of children from two to three years |
|21 |How to create an environment that supports |Teacher presentation: Introduce learning aim B3 and aims for this session. |Interactive whiteboard |
| |children’s increasing self-reliance, to |Whole group visit: Learner visit to a day nursery to see how the environment is organised to support|Card, scissors and pens for matching game activity |
| |include providing easy access to resources |children’s self-reliance during play and routines. Learners to make observation notes for files. | |
| |and opportunities to feed and dress |Paired activity: Learners to create a matching game to be used as a training resource for early | |
| |themselves. |years practitioners. Learners to create a set of cards showing routines, suggested effective | |
| | |practice for those routines and any resources needed to support effective practice. Learners to try | |
| | |out the game with a partner, asking them to correctly match up the cards. | |
|22 |The importance of creating experiences for |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |role play for social and emotional |Whole group activity: Class discussion about observations from visit to day nursery in previous |Computers with internet access |
| |development and learning; these help |session. |Video clip illustrating how role play supports |
| |children to feel grown up, encourage |Small group activity: Discussion on the importance of children role playing and practising adult |social and emotional development (from suitable DVDs|
| |vocalisation and encourage children to |roles to the promotion of their social and emotional development. Facilitate feedback to whole |or a video-sharing website) |
| |develop play with others. |group. | |
| | |Whole group activity: Learners to watch a suitable video clip that illustrates how role play | |
| | |supports social and emotional development in children of this age. Learners to use the information | |
| | |for the next activity. | |
| | |Paired activity: Learners to design a role play activity that provides a range of opportunities for | |
| | |children’s social and emotional development (e.g. role play on the arrival of a new sibling, going | |
| | |to the dentist, etc.). Learners could use the internet to search for ideas for suitable activities | |
| | |and information they obtained from watching the video clip. Teacher to provide support to learners | |
| | |in designing the role plays. | |
| | |Small group activity: Learners to talk about and review each other’s role play activities and then | |
| | |feedback to whole class. | |
|23 |The value of involving children in routine |Teacher input: Recap previous session and introduce aims of this session. | |
| |activities in the setting; children enjoy |Whole group activity: Discussion on the stability of routines (i.e. continuity, predictability) and | |
| |helping adults and gain a feeling of |the importance of routines in giving children responsibility (i.e. empowerment). | |
| |importance and learn physical skills and |Paired activity: In pairs, learners to discuss their experiences from placement of involving | |
| |vocabulary by talking to the adults. |children in routine tasks. | |
| | |Learners to discuss, and take notes about, how they involve children in relation to the following | |
| | |headings: Helping adults; Feeling important; Learning physical skills; Learning new words. | |
| | |Whole group activity: Learners to feedback to whole class. Learners to discuss the importance of the| |
| | |continuity and predictability of routines, developing children’s responsibility and increasing the | |
| | |empowerment of children with respect to their social and emotional development. Facilitate and | |
| | |support discussion. | |
|24 |How to create experiences for manageable |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |challenge by providing activities and |Guest speaker: An experienced practitioner to discuss how to set up a safe level of challenge in |Computers with internet access |
| |experiences which allow exploration to help|indoor and outdoor environments. They should clarify what heuristic play is. Followed by question |Any resources the guest speaker might need |
| |them make connections and make their own |and answer session. Learners to take notes. |A video clip showing children engaged in heuristic |
| |challenges, including heuristic play. |Whole group activity: Learners to watch a suitable video clip showing children engaged in heuristic |play indoors (from suitable DVD resources or from a |
| | |play indoors. Learners to make notes on what the activity is, how it is set up, what types |video-sharing website) |
| | |development it promotes. |Creative resources for designing an enabling outdoor|
| | |Small group activity: In groups, learners to design an enabling outdoor environment that supports a |environment (e.g. large paper, pens, paints, |
| | |manageable level of challenge. Learners should list any resources that are needed to support the |scissors, glue, back copies of professional journals|
| | |environment. |such as Nursery World, toy and outdoor equipment |
| | |Small group activity: Groups to switch designs and discuss and review them. What has been done well?|catalogues) |
| | |Is there anything that could be improved? Facilitate feedback and discussion of what makes a good | |
| | |enabling outdoor environment. | |
|25 |The importance of understanding impulsive |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |
| |behaviour; this will help adults to keep |Small group activity: Discussion/research on expectations for behaviour for two to three year olds |Computers with internet access |
| |children safe by taking necessary safety |and understanding age-appropriate reactions. |Creative materials for leaflet (e.g. coloured pens, |
| |measures and by having toys and equipment |Small group activity: Learners to create some guidelines for acceptable behaviour that could be used|paper, scissors, glue etc.) |
| |ready for them. |in a setting, including information on setting boundaries and offering choices. | |
| |Appropriate guidelines for acceptable |Small group activity: Learners to create a leaflet for parents on ways to prevent and manage temper | |
| |behaviour, to include having realistic |tantrums. Learners should carry out research to inform their leaflet. | |
| |expectations and responding consistently. | | |
| |How to avoid temper tantrums as far as | | |
| |possible by ensuring children who are | | |
| |tired, hungry and emotionally insecure are | | |
| |given appropriate support, as these are | | |
| |possible triggers for tantrums, organising | | |
| |to prevent boredom and the provision of | | |
| |duplicates of favourite toys. | | |
| |How to manage temper tantrums, including | | |
| |reassuring the other children, staying calm| | |
| |and near the child; once the child has | | |
| |calmed down giving the child praise and | | |
| |attention to help them learn that positive | | |
| |behaviours are valued. | | |
|26 |Issue Assignment 1, Task 2 to cover 3B1.P4,|Teacher-led discussion: Summary discussion of learning aim B3. |Computers with internet access |
| |3B1.P5, 3B2.P6, 3B2.P7, 3B3.P8, 3B3.P9, |Individual activity: Learners to complete assignment independently and submit on agreed date. |Centre-devised assignment or use the authorised |
| |3B1.M2, 3B2.M3, 3B3.M4 and 3B.D2 | |assignment from Pearson |
| |Use centre-devised assignment or use the | | |
| |authorised assignment from Pearson. | | |
|Learning aim C: Understand the skills and qualities needed to work with children under three years |
|27 |Qualities required for work with children |Teacher presentation: Introduce learning aim C and aims for this session. |Interactive whiteboard |
| |under three years, including patience, a |Whole group activity: Discussion on the essential skills and qualities needed for working with |Computers with internet access |
| |sense of humour, sensitivity, a caring |children under three years. Learners to create a thought shower of the essential qualities. Within |Creative materials for leaflet (e.g. paper, glue and|
| |approach, empathy, enthusiasm, calmness, |the thought shower learners to provide definitions of key words (e.g. empathy). Learners should also|scissors) |
| |offering a professional and positive role |consider their own behaviours, beliefs and attitudes and how these affect the ways they interact | |
| |model, a genuine interest in young |with children under three years. | |
| |children. |Individual activity: Learners to create a leaflet aimed at attracting new early years practitioners | |
| | |that details the different qualities required to work with children under three years. | |
| | |Teacher-led discussion: On how to review the personal and professional qualities learners already | |
| | |have that are required for work with this age group. Learners to offer evidence from own experiences| |
| | |(e.g. in a work placement) for analysis. | |
|28 |Skills for work with children under three |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |
| |years, including interpersonal skills, |Whole group activity: Discussion: What are essential skills for working with children under three | |
| |observational skills, organisational skills|years? What is the difference between qualities and skills? | |
| |and initiative, and literacy and numeracy. |Individual activity: From own experiences (e.g. in placement), learners to provide examples/evidence| |
| | |of the skills and qualities required for working with children under three years. Learners should | |
| | |also reflect on how they model themselves when with children and how their behaviour and | |
| | |communication may impact the child’s social and emotional wellbeing. | |
| | |Whole group activity: Class discussion to create a blog that could be features on a centre’s | |
| | |intranet about the skills and qualities that are required for work with children under three years. | |
| | |The blog should be aimed at helping other childcare learners and is to take the format of a set of | |
| | |frequently asked questions (FAQs). It should include definitions of the skills and qualities | |
| | |required with examples from working practice (e.g. from a placement). | |
|29-30 |Issue Assignment 1, Task 3 to cover 3C.P10 |Teacher-led discussion: Summary discussion of learning aim C. |Computers with internet access |
| |and 3C.M5 |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for |Centre-devised assignment or use the authorised |
| |Use centre-devised assignment or use the |completion/submission. |assignment from Pearson |
| |authorised assignment from Pearson |Individual activity: Learners to complete assignment independently and submit on agreed date. | |
|TOTAL: 60 hours |
-----------------------
BTEC Level 3 National Children's Play, Learning and Development
Teaching and Assessment Pack
Unit X [TITLE]
BTEC National Children's Play, Learning & Development
Unit 16: Working with Children Under Three Years
BookTitle
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