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BTEC Level 2 Technical Diploma Children's Play, Learning and Development Early Years Assistant Learner Handbook with ActiveBook

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