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CLD Unit 1 Understand Children’s Early Years Education and Development

The following activities will help you show your knowledge and understanding of the sequence and patterns of development and the range of personal factors such as health, disability or external factors (for example, social or economic) which may affect outcomes or life chances for children and young people

In this task you must explain the sequence and rate of development for children from birth to 8 years. You should include the following areas of development: physical (fine motor and gross motor), emotional, social Cognitive, Speech language and communication, neurological and brain and Literacy and Numeracy. Break the information down into key stages of development.

Task 1a

CLD Unit 1: 1.1

Complete the table below which explains the patterns of development for children under five years.

|Age |Cognitive |Speech & language |Literacy & numeracy |Physical |Emotional |Social |Neurological |

|0–3 months | | | | | | | |

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|3–6 months | | | | | | | |

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|6–12 months | | | | | | | |

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|12–24 months | | | | | | | |

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|24 – 60 | | | | | | | |

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Task 1b

CLD Unit 1: 1.2

Now produce your own table with the same headings so that you can explain the development of children five years to eight years.

Task 2

CLD Unit 1: 1.3

The different areas of development are interlinked and many skills are interdependent.

Explain the importance to holistic development of:

• Speech, language and communication

• Personal, social and emotional development

• Physical development

Task 3

CLD Unit 1: 1.4

Using your knowledge and understanding from Tasks 1a, 1b and 2 , discuss how children’s learning and development can be affected by personal factors and external factors. Include the causes and effect for both

When planning your discussion, you must cover the ages 0 to 8 years.

This task will give you the opportunity to demonstrate your skills to ask questions, plan, carry out and present your findings.

Task 4

CLD Unit 1: 1.5

It is critical that any delays in development are identified early so that effective support can be put into place. Areas of development are interrelated so a significant delay in one area is likely to impact on another.

Use a case study/studies to describe the impact of a developmental delay in physical development and a developmental delay in speech, language and communication development

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Task 5

CLD Unit 1: 2.2

Write an account of each of the theories listed below and, using examples from your own experience, explain how these influence practice in your own setting.

|Theorist and theory |Evaluate |Influence on current practice |

|Freud | | |

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|Erikson | | |

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|Bowlby | | |

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|Piaget | | |

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|Bandura | | |

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|Vygotsky | | |

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|Skinner | | |

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|Pavlov | | |

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|Bronfenbrenner | | |

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|Howard Gardner | | |

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|Information Processing | | |

|theory | | |

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|Reggio Emilia approach | | |

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CLD Unit 1 Understand Children’s Early Years Education and Development

CPLD Units 1, 5, 7, 16

Task 6

CLD Unit 1 LO 3 Understand the significance of attachment to children’s development

.3.1, 3.3, 3.4

Research into the importance of early relationships in the overall development of children, explore how they have had a noticeable effect on current childcare practice. Complete the table below. Your explanation and analysis must include the impact on children not forming positive attachments and the effectiveness of strategies for promoting positive relationships.

|Theorist |Theory of attachment |Explanation and analysis |

|John Bowlby | | |

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|Mary Ainsworth | | |

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|Hazen and Shaver | | |

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|Main and Solomon | | |

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Evidence for this task may be substituted with Professional Discussion

CLD Unit 3 Diversity, Equality and Inclusion in Early Years Settings

3.3 Understand the importance of promoting diversity, equality and inclusion

CPLD: Units 2, 3,5,6,7,8,11,12,19,20

Task 7

3.3.1 Challenge discrimination in a way that supports change

Reflect on situations from your placements and describe a situation where you have encountered discrimination. What action did you take and how did the setting manage this and promote change?

Examples might be:

• Complaints about a colleague being allowed time to carry out activities relating to their religious beliefs during work time

• A child with same sex parents and a member of staff is insensitive about this and confuses the child

CLD 4 Plan and Provide Effective Teaching and Learning in Early Years Settings

4.7 Understand when a child is in need of additional support

CPLD Units 2,5,7,9,12,16,25

Task 8

4.7.1 Describe the indicators of a child being in need of additional support

4.7.2 Explain how to adapt resources and approaches to provide additional support

4.7.3 Develop strategies for working in partnership with parents and/or carers and

others with children with additional needs

You have observed that the development of a child in your setting is not typical for her age.

8a Devise a chart which highlights indicators that may require additional support for the following areas of development:

Physical coordination

Cooperation and interest in activities

Communication and language skills

Concentration

Complete this chart for the age ranges 1 – 3 years and 4 – 8 years

8b Add an additional column for each area to explain how to adapt resources and approaches

8c Give examples where you have worked in partnership with parents / carers / others to support children with additional needs.

This section could also satisfy Task 11 provided you identify any weaknesses and produce an action plan for improvement.

CLD 7 Promote the Health, Safety and Well-being of Children in Early Years Settings

CPLD Units 3,4,5,7,8,12,14,16

Task 9

7.6.4 Describe legislation, regulations and guidance that apply to infection prevention

and control in early years settings

CLD 9 Partnership Working in Early Years

CPLD Units 3,5,7,14,15,19

Task 10

9.1.5 Explain why partnership working may be difficult in a multidisciplinary team

CLD 9 Partnership Working in Early Years

CPLD Units 3,5,7,14,15,19

Task 11

9.3.4 Review own performance in giving advice to parents and/or carers

9. 3.5 Develop an action plan for improvement in giving advice to parents and/or carers

In Task 8 you gave examples of working in partnership with parents to discuss the additional support needs of their child. This would have included giving advice and support. Reflect on such a situation, identifying any weaknesses / areas for improvement and complete the chart below to show how you plan to improve this skill.

Action plan to improve giving advice to parents and carers

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|Step |Action needed |Who will help me |How will I know when this is |

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CLD 10 Understanding How to Promote Play and Learning in the Early Years

CPLD Units 1,2,3,4,8,9,15,19,20

Task 12

10.1.1 Analyse the theoretical perspectives taken to learning and development through

play

In task 5 you outlined theories and explained how these had influenced current practice. Build on the information in Task 5 to show your understanding of how children learn through play, adding the following additional theoretical perspectives:

Rogers; Maslow; Watson; Hymes-play; Social pedagogy and Fraser Brown’s Compound Flexibility

Task 13

10.5.2 Analyse the role of play in enabling children to learn to manage risk for

themselves and others

You should include the following:

Safe environment; children testing ideas for themselves; monitoring; observation; assessment; reporting; recording; resources; planning; goals; outcomes; support mechanisms

CLD 11 Support Children’s Outdoor Play

CPLD Units 2, 3, 12,25

Task 14

11. 1.3 Explain how holistic plans support access to outdoor play for every child in the

setting, including those with specific requirements

Task 15

11. 1.5 Explain how the development of outdoor play is supported through the

combination of adult-led activities and child-initiated activities

Your explanation should include how to support child-initiated experiences outdoors in an early years setting. Reference to observation, ways to involve children in decision making, balancing freedom with safety and enabling children to return to projects will need to be included.

Task 16

11.2.3 Identify sources of information to support the development of outdoor play

Task 17

11.3.1 Develop a holistic plan with input from a given child, which incorporates outdoor play, to include:

( Environments within the work setting

( Environments outside of the work setting

You may already have appropriate plans within your CPLD portfolio. It is acceptable to submit separate plans for within the work setting and outside of the work setting

11.3.2 Deliver a holistic plan which incorporates the development of outdoor play

Continue with the task to deliver one of the plans you have presented for 11.3.1

11.3.3 Plan play activities that make the best use of outdoor space

11.3.4 Use outdoor play with children in everyday activities and routines to support

their learning and development

11.3.5 Provide both structured and spontaneous opportunities and activities that

develop children’s outdoor play

11.3.6 Encourage and praise children in their creative use of outdoor play

Task 17 Guidance

Using case studies, observations and examples from settings, you will need to:

• Lay out plans for an outdoor area which describes how indoor-outdoor provision has been integrated, resources stored, and how different surfaces and levels, and provision for all weather, has been provided.

• Explain the importance of flexible resources in outdoor provision in an early years setting including the use of open-ended resources and supporting inclusion.

• Provide examples of resources for outdoor provision and assess whether they will encourage children’s creativity and imagination.

• Analyse how effective outdoor provision can contribute to children’s development and learning.

• Explain why it is important for adults in early years settings to have positive attitudes to outdoor learning. The effect of both positive and negative attitudes of adults to outdoor learning needs to be included.

• Explain how to support child-initiated experiences outdoors in an early years setting. Reference to observation, ways to involve children in decision making, balancing freedom with safety and enabling children to return to projects will need to be included.

• Describe how the weather and seasons can be used to support learning and development outdoors in an early years setting. This must include reference to weather experienced in all seasons.

• Discuss how adults can best promote the development of children of different ages outdoors, with reference to children aged from birth up to 2 years, children from 2 years up to 4 years, and children from 4 years up to 8 years.

• Evaluate and make reasoned judgements about the extent to which adults in an early years setting can contribute to children’s learning and development outdoors, highlighting any differences across the age ranges. You could also do further reading to help you to support your conclusions.

Task 18

11.4.3 Identify training and development needs for the improvement of own practice

It is likely that you will have evidence within your PEP which you may submit for this task

CLD 19 Support Children at Meal or Snack Times

CPLD Units 3,12,15

Task 19

19.2.3 Identify sources of information and advice on dietary concerns

A resource file could provide appropriate evidence for this criterion

Task 20

19.3.1 Describe how to recognise allergenic reactions to food

19.3.2 Describe how to deal with allergenic reactions to food

You could add this information to your resource file. Evidence from other areas within your CPLD portfolio are also acceptable

CLD 20 Care for the Physical and Nutritional Needs of Babies and Young Children

CPLD Units 3,4,7,8,9,12

Task 21

20 3.1 Plan how to support babies or young children’s exercise and physical activity

Use information from a range of different sources to plan how to support babies and young children’s exercise and physical activities

Sources of information could be from: the children, your own observations and assessments, carers, professionals and colleagues

Evidence might include:

• evaluations of children’s development in observations and assessments

• activity planning documents

Planning documentation must include:

• the planned outcomes,

• a description of the activity,

• the methods you will use to support the children,

• resources to be used,

• health and safety considerations.

Task 22

20.4.2 Evaluate the safety features within the environment for babies and young

Children

Build on Task 21 to evaluate the safety features within the setting in relation to babies and young children

Task 23

20.5.2 Plan a programme of weaning

This could be included in the resource file you presented in Task 19 and also include the evaluation of commonly available formula feeds in task 24 below.

Alternatively, use the scenario below:

You are a health visitor and whilst visiting a family you are concerned because the young mother is feeding her 3 month old baby mashed banana. You explain that the child is a little young yet and that weaning should not really start until the child is at least 17 weeks old and even this is rather early.

Develop a weaning plan for this child. Your plan should provide an explanation of the steps you propose and include guidance on when to start, what first foods to try, advice on preparing and storing food and essential weaning equipment

Task 24

20.5.4 Evaluate the benefits of different types of formula that are commonly available

Task 24 Guidance:

When buying a formula, consider the form it comes in, the type of protein and carbohydrate it uses, and what other ingredients are included. Make a reasoned judgement about which formula is likely to be best for a baby and a family's lifestyle. For example, Ready-to-use formula is undoubtedly the most convenient – no mixing or measuring required, just open and serve. It's the kind of formula that hospitals often give to new-borns. It's hygienic and especially helpful when you don't know whether you'll have access to safe water. But, the convenience of ready-to-use formula comes at a price – ready-to-use formula costs about 20 percent more per ounce than powdered formula. The containers also take up more storage space in your cupboard and more space in the landfill, unless you can recycle the containers.

A comparative chart might be a good way of presenting this evidence.

CLD 21 Support the Development of Positive Behaviour in Children

CPLD Units 1,7,25

Task 25

21.1.1 Outline theories of behaviour development in children

Child psychologists refer to ‘behaviour’ in terms of how children act or react. Observed behaviour can be helpful therefore, in identifying a child’s needs.

Outline the principles of the main theorists of behavior development in children. The major behaviorists you should be familiar with include John Watson, known as the father of behaviorism; Ivan Pavlov, best known for classical conditioning; B.F. Skinner, known for operant conditioning; and Edward Thorndike, known for the law of effect, Albert Bandura known for social learning theory.

You should include as a minimum the work of Watson, Bandura and Skinner.

Evidence from Task 5 and Task 12 may be cross referenced here if appropriate.

|Theorist |Principles |

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Task 26

21.4.12 Identify sources of help and support where there are concerns about the behaviour of a child

Produce a resource for your setting which lists individuals and organisations which provide help and support for settings where there are concerns about a child’s behavior

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CPLD Units: 1, 2, 6, 7, 8, 10, 11, 14, 16

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