Unit 10 power point

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited
CACHE LEVEL 2
INTRODUCTION TO
EARLY YEARS EDUCATION
AND CARE
Unit 10 Supporting children’s
development
Session 1

Starter activity
1. Understand the stages of child development from birth to 7
years (1.1)
Move around the room and discuss with the people at
the heading, if you ever been told about:
Why do you think these events stick in people’s minds?

LO1 Understand the stages of child development from birth to 7 years.
AC 1.1 Identify the expected pattern of:
• Physical development
• Language and communication development
• Cognitive development
• Social, emotional and behavioural development.
Learning Outcomes

• All children are different and will develop at their own pace.
• The expected pattern of development will be similar for all
children, which means that adults will know what children
should be doing around a certain age.
years (1.1)
The expected pattern of development

Lets look back at the
homework table that
you complete for
stages of
development. 1.1
years (1.1)

Palmer, Pincer and Tripod
Use the nabbies or your mobiles to take photos of your pair
completing the different actions with a prop.
Make it clear the action you are completing and use the course
books to find out the ages these actions usually take place by
children

Development can be broken down into specific areas and is often know as
SPICE:
S – social
P – physical
I – intellectual (also known as cognitive)
C – communication, including language
E – emotional
Emotional and social development also includes behavioural development.
years (1.1)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Unit 10 Supporting children’s
development
Session 2

Starter activity
years (1.1)
Which of these would you not class as a disability?
• Mental illness
• Broken arm
• Deafness
Give at least 3 examples of how the Early years department can
accommodate children with disabilities.

Pairs activity
Create a snap game in your pair showing the expected
pattern of a child’s physical development.
Include the following age ranges:
• Birth–1 year
• 1–3 years
• 3–5 years
• 5–7 years.
years (1.1)

• A baby crying is one of the first stages of language and communication
development.
• A cry could tell you that a baby is hungry, tired, wet or unwell.
• As a child grows, their language and communication will develop until they
can use complex sentences and understand complicated words and
instructions.
years (1.1)

Why may
babies cry?
https://www.you
tube.com/watch?
v=9vCPMoILBv0
years (1.1)

Starter activity
What is the difference between communication and language ?
• Communication - Is the exchange of information
• Language - The method and words used to communicate.
Learning Check

Independent research activity
Create a poster page on your tables groups to show the expected
pattern of a child’s language and communication development.
These will be put together and displayed
• Birth–1 year
• 1–3 years
• 3–5 years
• 5–7 years.
years (1.1)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Unit 10 Supporting children’s development
Session 3

Starter activity
years (1.1)
Time: 10 mins
Should children play outside in all weather?
Please put your answers up on the white board as a group, adding your
reasons why

LO1 Understand the stages of child development from birth to 7 years.
AC 1.1 Identify the expected pattern of:
AC 1.2 Explain the difference between the sequence of development and rate
of development.
Learning Outcomes

• Intellectual or cognitive development
involves children problem-solving and using
reasoning.
• A baby may have to work out how to make a
rattle make a sound.
• A 5-year-old child may have to follow
instructions to help them to build a structure
with construction bricks.
years (1.1)

Group activity
Time: 20 mins
Create a series of spider diagrams to show the expected pattern of a child’s
cognitive development. Use each spider diagram to show what the child will
be expected to do at that age, one age per table
• Birth–1 year
• 1–3 years
• 3–5 years
• 5–7 years.
years (1.1)

• A child will express their emotions in different ways
according to their age and stage of development.
• A 2-year-old is often described as going through the
‘terrible twos’, and this is expected at this age because
that is the emotional stage of development they are at.
• Social and behavioural development involves children
being able to think of others and to learn to behave in
an appropriate manner.
years (1.1)

Classroom discussion activity
Time: 20 mins
Identify the expected pattern of a child’s social, emotional and behavioral
development using your given faces. Work as a table and be as creative as
possible.
• Birth–1 year
• 1–3 years
• 3–5 years
• 5–7 years.
years (1.1)

• As previously discussed, all children will develop at their own pace.
• The sequence of development is the order in which children are expected
to develop skills, for example, most children will crawl before they walk.
• The rate of development is the pace at which children develop, for
example, Child A is 12 months old and can walk independently, while Child
B (who is also 12 months old) has shown no signs of walking yet.
• This shows that these two children are developing at their own rate.
years (1.2)
The sequence and rate of development – 1.2

Starter activity
Growth or Development?
Johnny has size
five shoes
Moira can hop
on one leg
Adam can
write his name
Layla counted
to 5
Michelle has
gained 2 ibs
Libby has got
taller
Rachel's hands
have got bigger
Tyler is
starting to
crawl
Aaron is age
3-4 in trousers
Learning Check

Extension activity
A parent/carer has asked to speak to you as they are worried that their child
is not yet dry during the day yet their friend, who is the same age, has been
dry for weeks. What would you say to this parent/carer?
Consider:
• Reassuring the parent/carer
• Sequence and rate of development
• Focusing on what the child can do
• Explaining steps to support this stage of development.
years (1.2)
Extension Task

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 4

Starter activity
2. Understand influences on children’s development (2.1)
Open discussion -
Do you think there is anything that has happened in your life that has affected
your ability to do well at school?
Consider:
• Ill health
• Moving school
• Friends
• Bereavement
• Poor teaching
• Difficult home life.

LO2 Understand influences on children’s development.
AC 2.1 Describe factors which may influence children’s development.
AC 2.2 Describe how to support the development of children from birth to 7
years.
Learning Outcomes

• There are many factors that could affect a child’s ability to develop and
thrive.
• Some of these factors are biological – for example, health conditions
present at birth, disabilities that are present at birth or hereditary
conditions
• Other factors may be environmental – for example, a child’s home
circumstances, experiences, housing conditions, finances, opportunities or
drug/alcohol dependency
Factors which may influence children’s development

Biological factors Environmental factors
Cystic fibrosis Housing conditions
Down syndrome Alcohol dependency
Spina bifida Parental lifestyles
Apert syndrome Poor nutrition
Complete the match up activity to outline biological and
environmental factors that may influence children's
development

Starter activity
Cultural factors that may effect development
In some cultures girls are not encouraged to take part in physical
play and activities, while boys are encouraged to be outside, girl
are inside looking after the family
Education can also be seen as better for boys, or as ‘girlish’ or
maybe seen as not necessary.
elitedaily.com/women/separate-unequal-countries-worst-gender-
inequality-education/
Children whose culture is a minority can face discrimination and
isolation
Information

• An example of a biological factor is if a child has a disability such as spina
bifida – they may not follow the expected pattern of development.
• Spina bifida is a problem with the development of the spine and spinal
cord, and this occurs during pregnancy.
• The severity of this condition will be a factor that may affect a child's
physical development.
• Some children with spina bifida will never walk, while others have little or
no difficulties at all.

Pairs activity
Identify any other health conditions that may affect a child’s development,
write your answers on your tables
For each on consider:
• Whether it is a long-term or short-term condition
• How it may affect development
• Whether it affects all areas of development, or just one or two areas.
Take a photograph of your findings 2.1

• An example of an environmental factor is poor housing conditions.
• For example, if a child lives in a damp environment it may, in turn, impact
on their health and development.
• The child may be asthmatic and this would be triggered by the damp.
• The child’s clothes may smell of damp, and this may affect their social and
emotional development.

Group activity
You have a new 3-year-old child attending your setting. They live on the 7th
floor of a block of flats, they have four siblings and their father is out of work.
They are obviously well-loved and cared for, but how might this child’s home
life impact on their development?
Consider:

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 5

Starter activity
Describe how to support the development of children from birth
to 7 years.
Add to the paddlet page people you may support children in setting who may
have learning disabilities/ difficulties.
http://padlet.com/ajb3940/001

• Practitioners will understand the expected pattern of child development,
and this will enable them to plan activities that are age and stage
appropriate.
• Practitioners will observe children, and this will identify if there are any
concerns about a child’s development.
• Practitioners will work with parents/carers to meet the developmental
needs of the child.
Supporting children’s development

Starter activity
Early Intervention
Where a child is experiencing particular or general
learning difficulties, the Early Years setting or
school should offer that child different opportunities
or alternatives to learning.
Information
Can you think of any that could be offered?

Starter activity
Global development delay
Moderate LD – children are only able to work at a level
significantly below age expectations
Severe LD – children experience more serious difficulties in all
aspects of the curriculum and will require adult support in school
and with life skills.
Profound and multiple LD- these needs are even more severe and
complex. They also experience physical and sensory impairments
and slight communication needs as well. Children will require
individual support and personal care.
Information

https://www.youtube.com/watch?v=A
GygBBkSN7k
Global development delay

Reflection activity
Reflect on your own ability to support a child’s development. As a group we
will share our findings
Consider:
• If a child struggles to put on their coat, what do you do?
• A child says ‘nana’ instead of ‘banana’, what would you say?
• If two children are arguing over a car and one child hits the other, how do
you react?
• If there is a new puzzle on the table and a child is getting frustrated
because they cannot do it, how would you help?
• If a baby is trying to get a toy that is out of reach, what should you do?
• Why is your role important in supporting children’s development?

What would you do if you were concerned about an aspect of a child’s
development?
Consider:
• Social, emotional and behavioural development
Who would you discuss this concern with?
What would your role be in supporting this area of development?

• Everything a practitioner does with a child can support their development.
• Sitting with a 6-month-old and playing peek-a-boo will develop their
cognitive, language, social and emotional skills.
• Encouraging a 3-year-old to serve themselves at dinner time will support
their physical, cognitive, communication, social and emotional
development.
• Asking a 6-year-old to take the register to the office will support their
communication, cognitive, social, emotional and behavioural
development.

Extension activity
Create a poster to show parents/carers how interacting with their child at
dinner time will support the child’s development.
Consider:
2. Understand influences on children’s development (2.1, 2.2)
Individual Task

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 6

Starter activity
3. Understand the needs of children during transition (3.1)
Think about transitions during your life. How did you cope with any of these
and who helped you most?
Consider:
• Moving up in school
• Moving house
• Bereavement
• Changes in family life.

LO3 Understand the needs of children during transition.
AC 3.1 Identify transitions a child may experience.
AC 3.2 Explain how to prepare a child for a planned transition.
AC 3.3 Explain how to support the needs of children during transition.
Learning Outcomes

• Children will experience a wide range of transitions or changes in their
lifetime.
• Some of these will be planned or expected transitions that most children
will go through.
• Some transitions will only be experienced by a few children.
Transitions

Pairs activity
Create a chart to show the transitions children may go through.
Use the headings identified below:
• Transitions that most children experience
• Transitions that only some children will experience
Where appropriate, identify the expected age this transition may
occur.

Pairs activity
Please follow your given instructions - 15mins
Move around to an activity of your choice
- Connect 4
- Train Set
- Building Blocks
- Multi Link
How did you feel?
Practical activity - Lets play with some resources
Learning Check

• A planned transition can be something as regular as moving from one area
of the setting to another.
• Some children struggle with being told to stop one thing to move on to
another.
• A practitioner needs to handle this sensitively and in a consistent manner,
so that children know what to expect.
3. Understand the needs of children during transition (3.2, 3.3)
Transitions

• Some settings will have a song or a chant that will help children to accept
the idea that it is tidy up time or time to go home.
• A child who attends a playgroup session may be so engrossed in their play
that they will not leave the setting until the practitioner sings a familiar
going home song:
“The clock goes tick tock, the clock goes tick tock,
the clock goes tick tock it’s time to say goodbye”
• This may be all a young child needs to hear in order to make the transition
between play and going home.
Transitions

https://www.youtube.com/watch?v=EDeEWulMAxI
Early Years Transition’s

Group activity
Discuss how settings help children to understand and accept transitions
during a daily routine.
Consider:
• Saying goodbye to parents/carers
• Moving from an activity to circle time or vice versa
• The end of outdoor play
• Tidy up time
• Snack time
• Home time.

• A child starting at a setting is an early transition most children will
experience.
• To make this a smooth transition, the setting will need to work closely
with the parent/carer to help them settle in.
• A child moving from an early years setting on to school is also a planned
transition.
• The setting and the school will work together to help the child with the
transition.
Transitions

• There are some transitions that only a few children will experience.
• This may include a child moving house and/or school.
• A child’s family structure may change and there may be a new adult and
children now living in their house.
• It is important that parents/carers keep settings informed of any changes,
so that the practitioners can support the child with the change.
Transitions

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 7

A parent/carer has just told you that a favourite grandparent has died. How
might you need to support the child during this transition?
Consider and make a plan on your tables:
• The age and stage of the child
• How the child reacts
• The possible effect on behaviour
• Time for the child to express their feelings
• Information sharing with the parent/carer.
Starter Activity

What impact may transitions have on children?
Impact of transitions

Starter activity
Impact of transitions
• Physical impact
• Growth spurts
• Losing or gaining weight
• Behavioural impact
• Anxiety
• Withdrawal
• Loss of self esteem
• Self harming
• Increased interest
• Development of self
identity
• Lack of friends
• Mood swings
• Use of illegal substances
• Rudeness
• Loss of interest
• Motivation
• Reluctance to participate in activities
• Difficulty to build relationships
• Delayed emotional and social
development
• Lack of trust
• Lack of motivation
• School refusal
Information

Independent research activity
Students to research their favored settings, to gain a copy of the settling-in
procedure. Find out how the setting settles new children to make the
transition from home as smooth as possible.
Consider:
• Open events
• Home visits
• Working in partnership with parents
• A gradual settling-in period to meet individual needs
• The role of the practitioner.

Starter activity
How to prepare children for transition
Please make note to feedback
https://www.youtube.com/watch?v=l0EnKuLTHpQ
Information

Starter activity
Preparing for transition
From the chart of transitions that you identified, create an
activity plan to prepare a child for a chosen planned transition.
Remember to a add information about
– Activities that could support understanding
– Who else may need to be involved in planning
– Information that child will need to know and experience
– Possible behaviour, feels and experiences of the child
– How to support the needs of the child through the transition
Individual task

Extension activity
Time: 15 mins
You have been asked to create a rhyme that will encourage children to stop
playing and move into tidy up time.
Consider:
• The age and stage of the children
• Appropriate words
• Any relevant actions
• A resource that would support your rhyme.

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 8 and 9

LO1 Children's development.
AC 3.1 Identify stages and sequences of development.
AC 3.2 Explain the Difference Between Sequence of Development and
Rate of Development.
AC 3.3 Outline appropriate activities covering all areas of development.
Learning Outcomes

Starter activity
Starter Activity –
Crawling and walking research task – 15mins

Lets share our
findings as a
group
Recap – Learning check
Please read through the given article as an individual and
highlight and annotate the important information found.

Starter activity
Kidz Inc
You are going to have regular visits from the local nursery, you will
need to plan for an exciting and engaging sessions.
You will need to prepare stimulating activities that cover each area
of SPICE, to create activity plans to support the children's
development.

Starter activity
Kidz Inc
Please remember to be professional at all time, be aware of
- Your verbal and body language
- Ensure you have your uniform and land yarn on
We are going to Kidz Inc for you to be able to identify areas from
the EYFS development matters.

Starter activity
Create an activity plan
From your findings from your
Kidz Inc trip, please now create
an activity plan to support a
child's next stage of
development according to the
EYFS

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 10

AC 3.1 Identify facial expressions children may experience.
AC 3.2 Discuss how may ways practitioners communicate with children.
AC 3.3 Explain the benefits of making physical activities fun for children's to
support their development.
Learning Outcomes

Starter activity
Starter - Demonstrate Expressions
Use the laminated blank faces, work with your partner to show
the following emotions: -
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy
15mins

Starter activity
Silent debate
Discuss how many ways
practitioners communicate with
children?

Starter activity
Commutation table
Which section do
you think is verbal
and which section is
nonverbal?
Make notes on your
findings

Starter activity
Shake up cards
Lets have a look at some created shake up cards and check out
the website
https://www.nhs.uk/10-minute-shake-up/shake-up-zone
Lets make some of our own
to use in Teddy Tots

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 11

What is a theorist?
Starter – 5mins
Please discuss and share your ideas

Outline what a theorist is
Identify Ivan Pavlov theory
Discuss B.F Skinners theory
Explain classical conditioning as a theory
Learning Outcomes

Starter activity
Theorist – What are they?
They are ideas and concepts that have been shared over the
years giving reasons/evidence as to why people do the things
they do
Many theories have different views on the same aspect
You will see these in practice when you begin placement.

Starter activity
Ivan Pavlov (1849-1936)
Classical conditioning
Researched through dogs that a bell would ring to show time to
be fed and the dog would produce saliva and be ready to eat.
The dog would make a link that a bell sound would mean food
and begin salivating even if food was not there
Behaviourist
https://www.youtube.com/watch?v=KR3YYLoSfeI

Starter activity
Time to make
Please create a flow chart to show Ivan Pavlov theory of Classical
conditioning

Starter activity
B.F. Skinner's (1904-1990)
Carried out further research into Pavlov theory.
Working with animals to observe behaviours –
rewarded with food if they performed what he desired.
Negative reinforcement was used if they demonstrated
unwanted behaviour
Behaviourist
https://www.youtube.com/watch?v=TtfQlkGwE2U

Starter activity
Pinky and the Brain
https://www.youtube.com/watch?v=QTwnOmAvzeM

Please make a line at the front of the classroom with your chairs
and have your hats on your head
Classical conditioning
The sweet and chocolate quiz

https://www.youtube.com/watch?v=Mt4N9GSBoMI
The Big Bang Theory

You will be delivering your
presentation on Wednesday
21.09.15
Ensure you are prepared within
your pair with hand outs for the
whole group, make it fun and
interactive as possible
Presentations

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 12

Outline Maslow's theory
Explain self-actualisation
Learning Outcomes

Now we will pass our images
around
Starter – 15mins
Please draw a quick outline of yourself and put
your name in the middle

Starter activity
‘Development of Self’
Maslow developed a theory about human motivation based on what he called a ‘hierachy
of needs’.
All of us, he said, have a variety of needs. Some of these relate to basic survival instincts:
we all need food, warmth and shelter. Once these needs are satisfied, we will be motivated
by the need for safety and strive for an environment in which we feel physically and
emotionally safe and secure.
At the next level, we seek experiences which make us feel loved, cared for and accepted by
others: we need to feel that we belong to a group.
Beyond this, we will seek to feel good about ourselves, to feel appreciated, to receive
feedback that leads to a positive self-image.
When these needs are met, we become motivated to realise our potential. This will mean
using our talents to the full, being able to learn new things and challenging ourselves to ‘be
the best we can’.

Starter activity
Self-
actualisation
Self-esteem
Higher Needs – to have
competence, self-confidence
and respect from others
Social
Higher Needs eg the need to have
friends and be accepted as part of a
group
Safety
Basic Needs eg secure and free from
danger
Physiological
Basic Needs eg food, water, air, warmth
Maslow’s hierarchy of needs

Starter activity
Ratatouille
https://www.youtube.com/watch?v=tzQ9vrvTAtk

Starter activity
Time to make
Please create a pyramid to show Maslow's theory of a ‘hierachy
of needs

Starter activity
Time for me to praise you
ClassDoJo
https://teach.classdojo.com/#/launchpad
Stickers

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 13

Starter -Next Number
What is the next
number in the
sequence?
1, 3, 4, 7, 11, 18,??

Present given theorist presentations
Learning Outcomes

Starter activity
Theory Presentations
Over to
you!

Starter activity
Getting used to the EYFS
In your EYFS book. Find and write down a milestone for each various age and area of
learning for questions 1-4.
1. Knowledge and understanding of the world (Technology) Aged 30-50 months.
2. Communication, Language and literacy (reading) Age Birth- 11months
3. Personal, social and emotional development (managing feeling and behaviour)
Aged 22-36 months
4. Expressive arts and design (being imaginative) Aged 8-20 months
5. Welcomes and values praise for what they have done - What age range does
this mile stone cover?
6. Enjoys finding own nose, eyes or tummy as part of naming games - What age
range does this mile stone cover?

Starter activity
Quiz
1. What are fine motor skills?
2. What are gross motor skills?
3. What is locomotor development?
4. What theorist studies hiearchy of needs?
5. What is hand eye coordination?
6. What theorist studied classical conditioning and what did his
theory relate to?
7. What is foot eye coordination?
8. What does the acronym for SPICE stand for
9. What is 22-36 months converted into years?

Starter activity
Assessment task support
First hand
in –
23.09.16
Second and
final hand
in –
07.10.16
Assignment Support
• 1.1 Put together your chart, leaflet, spider diagram and list to
create a booklet to cover at least 3 areas of expected pattern of
development covering SPICE
• 1.2 Paragraph to explain the difference in sequences of
development and rates of development
• 2.1 Describe biological and environmental factors (may use case
study for session 2)
• 2.2 Use competed reflections from session 2 of how to support a
child’s development.
• 3.1 List at least 3 different types of transition children could
experience
• 3.2 Use your created plan to prepare a child for a chosen planned
transition
• 3.3 Explain how at least 2 different transitions can be supported
(use annotated setting policy and created rhythm)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 14

Starter activity
Three Children - Starter
Edward’s mother has three children
One is called April, another is called
May
What is the third child called?

1. Outline knowledge of child development
2. List completed assignment tasks
Learning Outcomes

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 15

Starter activity
Starter - Mental Arithmetic
Divide 30 by ½ then add
20 to the result.
What number did you
get?

Outline knowledge of child development
Discuss a child's developing brain
Describe neuroscience and its importance
Learning Outcomes

Starter activity
Exploring Needs and Wants
Using the Diamond 9 cards work in pairs and try to place the cards into a
diamond formation, putting the things that are the most important need
(things you cannot do without) closest to the top and the things that are less
essential or something that is a want towards the bottom.
- Please cut up your diamonds and order currently with your own needs and
wants.

Starter activity
The developing brain
The Developing Brain.
1. Discuss whether most brain growth occurs before or after
birth?
2. What natural experience can children have that can support
their brain development?

Starter activity
Neuroscience
Please space yourself around the room with space around you.

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 16 and 17

Starter activity
Starter - Drip Drop
How many drops of
wine can be put into an
empty wine glass?

Outline types of black, white and red toys for new born babies
Explain the benefits of black, white and red toys for new born
babies
Learning Outcomes

Starter activity
Black, white and red toys
At birth, your baby sees only in black and white and shades of grey. A new-
born infant's eyes don't have the ability to accommodate (focus on near
objects).
Your baby can see colour, but she can't tell the difference between similar
tones such as red and orange.
Black, white and red toys. High-contrast toys in these colours help your baby
pick out the differences in shapes and patterns, stimulating her visual
development.

Starter activity
Black, white and red activity centre
Working in groups of three you are going to be making an
activity centre for a baby, using only black, white and red
resources. You have two sessions to make your resource.
https://www.youtube.com/watch?v=wNGvUlQUr5M

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
Session 18

Starter activity
Starter

Describe action to take to support a child's development to
support their individual needs
Identify an activity to support children's transition
Evaluate the overall unit
Learning Outcomes

Starter activity
Development case study
Please read through the different case studies around the room.
Make note about your findings to share back how you would be
able to support the child's development.

Starter activity
Activity plan – transition
Create an activity plan to
prepare a child for a
chosen planned
transition, this can be
used towards your
assignment submission.

Starter activity
Recap the unit

Unit 10 power point

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Unit 10 power point

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