CL4
Elements of competence
CCLD 208.1 Observe babies or children under 3 years as part of your everyday work
CCLD 208.2 Provide safe physical care for babies and children under 3 years
CCLD 208.3 Provide play activities that encourage learning and development
CCLD 208.4 Communicate with babies and children under 3 years, interpret their needs and respond to them
About this Unit
This unit is about observing babies or children under 3 years, so that appropriate physical care and play activities can be provided, which effectively support and encourage the development of babies and young children. It includes the accurate recording of developmental progress according to organisational procedures. You will be expected to communicate with babies or children under 3 years as they indicate their needs and preferences and take these into account when providing play activities.
This unit will be most useful to you if you are assisting with the care of babies or children under 3 years in a group setting. It will provide opportunities to observe how babies and children under 3 years develop, and how the play activities and opportunities you provide and encourage can support development through extending the range and scope of children’s ability.
Keywords
|What we mean by some of the words used in this unit |
|Babies |Infants under 1 year of age |
|Communication |Verbal and non-verbal |
|Development |Children gaining skills and competence |
|Inclusion |A process of identifying, understanding and breaking down barriers to participation |
| |and belonging |
|Learning |Children obtaining new knowledge and understanding about something or acquiring a |
| |new skill or changing behaviour as a result of experience |
|Observe |Look carefully and learn about children’s development from what you observe |
|Parents |Those (mothers and fathers) who have formally and legally acknowledged parental |
| |responsibility for the continuous care and well-being of the child in question, |
| |whether biologically related or not |
|Pattern of development |Rate and sequence of development |
|Rate of development |Timeframe in which development takes place |
|Sequence of development |Order in which development occurs |
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit
|GENERAL GUIDANCE |
|Evidence must be provided for ALL of the performance criteria and ALL of the knowledge. |
|Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is |
|essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any |
|particular occasion. |
|Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and|
|practice are linked. |
|The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and |
|the values and the principles for good practice in children’s care, learning and development. |
|All evidence must relate to your own work practice. |
|SPECIFIC Evidence Requirements for this unit |
|Simulation: |
|Simulation is not permitted for this unit. |
|The following forms of evidence ARE mandatory: |
|Direct Observation: Your assessor/expert witness must observe you in real work activities which will provide evidence of some |
|part of each element in this unit. |
|Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be |
|able to use a reflective account to provide some of the performance evidence for this unit, for example, your role in |
|supporting parents and babies who are anxious at being separated, how you respond positively and in accordance with your |
|settings procedures when parents express concerns. |
|Issues for consideration: |
|The following performance criteria may be difficult to evidence by observation by the assessor or expert witness: |
|Element 1 – PCs 5 and 6 |
|Element 2 – PCs 5 and 9 |
|Element 3 – PCs 9 |
|Element 4 – PCs 1, 4, 9 and 10 |
|Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: |
|Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to|
|be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured|
|by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand |
|principles which support practice, policies, procedures and legislation, and that you can critically evaluate their |
|application e.g. how you have contributed to meeting the individual needs of babies and children under three years, how you |
|and your setting ensure that parents wishes and instructions are followed, the importance of continuity of experience/key |
|working for very young children, the importance of following instructions regarding babies dietary requirements and cultural |
|needs, current frameworks of effective practice if these are used in your Home Country, legal requirements such as staff |
|ratios when caring for babies and young children. In addition the assessor/expert witness may also ask questions to clarify |
|aspects of your practice. |
| |
|Products: These are non-confidential records made, or contributed to, by you, e.g. play plans, plans and evaluations of the |
|implementation of programmes such as birth to three matters, toys, books and materials you have made for use with the children|
|in your setting. |
|Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual|
|location and be referred to in the assessor records in your portfolio e.g. individual care plans, observations and assessment |
|of developmental progress to which you have contributed, confidential records to which you have contributed. |
|Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must |
|match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current|
|and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards |
|and check that you have retained and can apply learning to practice, e.g. courses on baby feeding and weaning, training on |
|treasure basket or heuristic play. |
|Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the |
|knowledge requirement of your award. |
|Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide |
|testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses. |
Knowledge specification for this unit
Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.
You need to provide evidence for ALL knowledge points listed below:
|To be competent in this unit, you must know and understand the following: |Enter Evidence Numbers |
|1 The importance of work with babies and children under 3 years and the need for training and | |
|professional updating to ensure high quality standards of care | |
|2 The difference between formal and informal observations of babies and children under 3 years | |
|3 Why formal observations of children might need to be carried out | |
|4 Why it is important to obtain permission from parents before carrying out observations on babies | |
|and children under 3 years | |
|5 A basic outline of the expected pattern of development for children from 0 to 3 years, including | |
|the acceptable range and recognised limits | |
|6 Current frameworks of effective practice within your home country | |
|7 Organisational policies and procedures that must be followed when reporting any concerns about | |
|development and why it is important to report concerns as soon as possible | |
|8 How to record observations of development accurately and clearly | |
|9 Legislation relating to the use of personal information e.g. Data Protection Act | |
|10 Who it is appropriate to share information with relating to the development of individual babies | |
|and children and the importance of following the requirements of the setting | |
|11 Which play activities will support different areas of learning and development for babies and | |
|children under 3 years, including: | |
|a) Gross and fine motor development and what this means | |
|b) Hand/eye co-ordination | |
|c) Listening and responding | |
|d) Emotional and social competence | |
|e) Thinking and learning | |
|f) Imagination | |
|12 The importance of giving babies and children under 3 years time to explore their environment in | |
|safety, following the child’s interests and direction, sensitively supporting play and learning | |
|without unnecessary intervention | |
|13 Safe supervision of babies and children under 3 years, the need for prompt identification of | |
|hazards and making the environment safe | |
|14 What the organisation’s policies and practices are regarding risk assessment and safety and why | |
|it is important to follow these | |
|15 Providing activities for individual babies and children that encourage them to move on in their | |
|development | |
|16 How to give praise, encouragement and support to babies and children undertaking challenging | |
|activities, whether successful or unsuccessful in their efforts to achieve, and why this is | |
|important | |
|17 How and why babies communicate from birth, including the different methods they use in the | |
|pre-verbal stage | |
|To be competent in this unit, you must know and understand the following: |Enter Evidence Numbers |
|18 Different ways in which adults can support the development of children's communication, including| |
|non-verbal and verbal methods | |
|19 Why it is important to use recognised language formats, what these are, including recognised | |
|non-verbal language e.g. Makaton, BSL | |
|20 The importance of providing support for babies and children under 3 years when leaving their | |
|parents or changing routines or environments and how this may be done | |
|21 How to prepare formula feeds safely, according to procedures and manufacturers’ instructions | |
|22 How to bottle-feed babies safely | |
|23 How to store expressed breast milk safely | |
|24 How to wean babies, weaning foods and procedures, according to best practice guidelines | |
|25 Nutritional requirements of babies and children under 3 years | |
|26 Signs and symptoms of common illness in babies and children under 3 years and the appropriate | |
|response | |
|27 Care of skin, hair, teeth, types of toiletries that are recommended for babies’ skin, according | |
|to family preferences, sun care, care of dry skin. Different cultural requirements for care | |
|28 Hygiene and protection procedures for washing, dressing and changing babies’ nappies and the | |
|reasons why you must follow these | |
|29 Safe disposal of waste | |
|30 How to help babies and children under 3 years with their toilet training | |
|31 Information about effective practice (e.g. sleeping position, temperature) that helps protect | |
|babies from sudden infant death syndrome | |
CCLD 208.1 Observe babies and children under 3 years as part of your everyday work
|Performance criteria |
| |Enter Evidence Numbers |
| |
| |Enter Evidence Numbers |
| |
| |Enter Evidence Numbers |
| |
| |Enter Evidence Numbers |
| |
| |Enter Evidence Numbers |
| |
|To be completed by the Assessor |
|It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the |
|assessor to ensure the accuracy/validity of each evidence claim and make the final decision. |
| |
|I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT and that the |
|candidate has demonstrated the application of the princples and values. |
| |
| |
|Assessor’s name: ……………………………………………. |
| |
|Assessor’s signature: ……………………………………….... |
| |
|Date: ………………………………………………………….. |
| |
|Assessor/Internal Verifier Feedback |
| |
| |
| |
| |
| |
| |
| |
|To be completed by the Internal Verifier if applicable |
|This section only needs to be completed if the Unit is sampled by the Internal Verifier |
| |
|Internal Verifier’s name: …………………………………………… |
| |
|Internal Verifier’s signature: ……………………………………….. |
| |
|Date: ……………………………………..………………………….. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- activity friendly observers rossman chance
- babies first program review tool
- chapter 5 preparing for birth
- unit 16 working with children under 3 years scheme of
- unit 1 child development scheme of work version 1 sept
- 1 0 the official website of the state of indiana
- update september 2009
- resources for a construction themed storytime