BOOK
BTEC Level 2 Technical Diploma Children's Play, Learning and Development Early Years Assistant Learner Handbook with ActiveBook
Louise Burnham | Sharina Forbes | Katherine Stapleton | Denise Tolhurst
(2018)
Additional Information
Book Details
Abstract
Packed with practical activities and planning support to help you deliver these exciting new qualifications.
- A complete unit-by-unit course companion for learners.
- Helps prepare learners for specific job roles.
- Includes ‘Hands on’ and ‘Ready for Work?’ features to develop practical skills.
- Assessment practice activities and dedicated ‘Getting Ready for Assessment’ sections support preparation for assignments, tasks and external tests.
- Your Learner Handbook also includes an ActiveBook (a digital version of the Learner Handbook) - ideal for revision and reforcement of key skills.
- The ActiveBook is available to buy separately and a range of institutional site licences are also available.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| How to use this book | iv | ||
| Chapter 1: Policy and Practice for Working in Early Years Settings | 2 | ||
| A: Safeguarding children in early years settings | 4 | ||
| A1: Child protection legislation in early years settings | 4 | ||
| A2: Policies and procedures in early years settings | 5 | ||
| A3: Types of abuse | 10 | ||
| A4: Confidentiality and record keeping in the early years setting | 13 | ||
| B: Promoting safe environments in early years settings | 15 | ||
| B1: Health and safety legislation | 15 | ||
| B2: Policies and procedures | 16 | ||
| B3: Safety in early years settings | 18 | ||
| B4: Incidents in early years settings | 22 | ||
| C: Child health | 27 | ||
| C1: Childhood illnesses, infections and conditions | 27 | ||
| C2: Treatment and support for the ill child | 31 | ||
| C3: Infection control | 32 | ||
| D: Anti-discriminatory practice in the early years setting | 34 | ||
| D1: Equality, diversity and inclusion | 34 | ||
| D2: Developing inclusive practice in early years | 36 | ||
| D3: Equality legislation and policies | 39 | ||
| Work Focus | 41 | ||
| Chapter 2: Child Development from Birth up to 5 Years | 46 | ||
| A: Investigate children’s growth and development from birth upto 5 years | 48 | ||
| A1: Basic knowledge of the definitions of growth and development | 48 | ||
| A2: Areas of development | 49 | ||
| A3: Atypical development | 58 | ||
| B: Factors that may impact on children’s growth and development | 61 | ||
| B1: Individual factors | 61 | ||
| B2: Environmental factors | 63 | ||
| B3: Life events | 66 | ||
| C: Review best practice in supporting children’s growth and development | 69 | ||
| C1: Supporting development of children | 69 | ||
| C2: Planning activities | 73 | ||
| C3: Different types of activities | 77 | ||
| C4: Resources that support development | 79 | ||
| Work Focus | 83 | ||
| Chapter 3: Developing Professional Practice Skills for Work in Early Years Settings | 88 | ||
| A: Demonstrate the professional behaviours required in an early years setting | 90 | ||
| A1: Developing professional standards of conduct | 90 | ||
| A2: Developing positive organisation and timekeeping skills in early years settings | 92 | ||
| B: Communicate effectively with colleagues and visitors in early years settings | 100 | ||
| B1: Communicating with colleagues working in early years settings | 100 | ||
| B2: Communicating with visitors in early years settings | 104 | ||
| C: Support daily practice in an early years setting | 110 | ||
| C1: Supporting colleagues in meeting children’s needs in early years settings | 110 | ||
| C2: Contributing to record keeping in early years Link it up settings | 115 | ||
| Work Focus | 121 | ||
| Chapter 4: Supporting Children’s Physical Care Needs in Early Years Settings | 122 | ||
| A: Contribute to physical care routines that promote the quality of care for children | 124 | ||
| A1: Care routines – changing, cleaning and dressing, preparing for sleep | 124 | ||
| A2: Procedures and guidance in early years settings | 131 | ||
| A3: Promoting dignity and respect and encouraging independence | 134 | ||
| B: Maintain safe environments for carrying out physical care routines in early years settings | 138 | ||
| B1: Contributing to general safety checks in the early years setting | 138 | ||
| B2: Maintaining cleanliness and hygiene in the setting | 141 | ||
| B3: Participating in setting up and tidying away activities throughout the day | 145 | ||
| C: Support and encourage children at meal and snack times in early years settings | 149 | ||
| C1: Preparing snacks for children | 149 | ||
| C2: Helping to feed children | 154 | ||
| C3: Promoting choice and independence | 156 | ||
| Work Focus | 161 | ||
| Chapter 5: Supporting Children’s Learning through Play | 162 | ||
| A: Explore play and learning provision for children up to five years old in an early years setting | 164 | ||
| A1: Identifying types of play | 164 | ||
| A2: Recognising stages of play | 167 | ||
| A3: Benefits of play | 170 | ||
| B: Assist early years practitioners in preparing an enabling environment to stimulate learning through play | 175 | ||
| B1: Enabling and stimulating environments | 175 | ||
| B2: Play and learning curriculum plans | 181 | ||
| B3: Resources and equipment for play and learning activities | 184 | ||
| C: Support children up to five years old in planned play and learning activities in an early years setting | 189 | ||
| C1: Ways to support children in their play | 189 | ||
| C2: The individual play and learning needs of a child | 193 | ||
| Work Focus | 198 | ||
| Chapter 6: Supporting Children’s Communication, Literacy and Language Development | 200 | ||
| A: Explore the links between communication, language and literacy development | 202 | ||
| A1: How children’s communication and language skills develop | 202 | ||
| A2: The role of the early years assistant in supporting children’s communication, literacy and language development | 205 | ||
| A3: Approaches to communication for different ages/abilities | 209 | ||
| B: Support children with different communication needs and abilities | 214 | ||
| B1: Communicating with children of different ages | 214 | ||
| B2: Suitable resources to support literacy | 216 | ||
| B3: Communication strategies for special educational needs (SEN), English as a second language (ESL), English as an additional language (EAL) | 221 | ||
| B4: Verbal/non-verbal communication strategies | 223 | ||
| B5: Methods of providing guidance/clear instruction | 225 | ||
| B6: Ways of adapting your behaviour in response to the needs of the child/group | 227 | ||
| Work Focus | 230 | ||
| Chapter 7: Developing Professional Practice in Early Years Settings | 232 | ||
| A: Explore how reflective practice of own work supports self development | 234 | ||
| A1: How early years practitioners use reflective practice | 234 | ||
| A2: Application of reflective practice | 239 | ||
| B: Carry out reflection on professional practice skills and in supporting children’s communication, literacy and language development | 250 | ||
| B1: Reflecting on knowledge and skills when demonstrating professional practice | 250 | ||
| B2: Reflecting on knowledge, skills and practice when supporting children’s development | 257 | ||
| C: Reflect on skills, knowledge and practice of supporting children’s physical care needs and children’s learning through play | 263 | ||
| C1: Reflecting on knowledge, skills and practice when supporting children’s physical care needs | 263 | ||
| C2: Reflecting on knowledge, skills and practice when supporting children’s learning through play | 269 | ||
| D: Review knowledge, skills and practice gathered to support own professional development as an early years assistant | 275 | ||
| D1: Review own knowledge skills and practice | 275 | ||
| D2: Identify development needs with reference to the early years assistant role | 278 | ||
| Work Focus | 282 | ||
| Answers to assessment practice questions | 284 | ||
| Glossary | 286 | ||
| Index | 290 | ||
| Back Cover | Back Cover |