Level 3 Early Years and Childcare BTEC

This subject is broken down into 42 topics in 14 modules:

  1. Child Development 3 topics
  2. Children's Health and Well-being 3 topics
  3. Providing Safe Environments for Children 3 topics
  4. Child Health 3 topics
  5. Play and Learning 3 topics
  6. Understanding Children's Additional Needs 3 topics
  7. Observation, Assessment, and Planning 3 topics
  8. Reflective Practice 3 topics
  9. Supporting Emergent Literacy 3 topics
  10. Supporting Emergent Mathematics 3 topics
  11. Preparing for School Readiness 3 topics
  12. International Perspectives 3 topics
  13. Reflecting on Own Early Years Practice 3 topics
  14. Children with Disabilities 3 topics
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  • 14
    modules
  • 42
    topics
  • 16,391
    words of revision content
  • 2+
    hours of audio lessons

This page was last modified on 28 September 2024.

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Early Years and Childcare

Child Development

Development from birth to 5 years

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Development from birth to 5 years

Physical Development

  • Birth to 1 year: Babies will initially have little control over their bodies. Motor skills develop and by 12 months, most can sit without assistance, crawl, or even begin to walk.
  • 1-2 years: Children display greater mobility. They can now walk and gradually start running, climbing, and further mastering hand-eye coordination.
  • 2-3 years: Development of gross motor skills are significant now. Ball games improve coordination, dancing helps balance, and can walk up and down stairs with two feet on each step.
  • 3-4 years: At this stage, there is greater refinement of motor skills. Children can now manoeuvre around objects, walk on tiptoes, and handle objects with increased control.
  • 4-5 years: Increased physical independence. They show proficiency in activities like dressing, feeding, drawing, and writing.

Cognitive Development

  • Birth to 1 year: Babies will engage in simple exploration from birth, manipulating objects and responding to voices and faces.
  • 1-2 years: This is the stage of the 'me do it' phase as they begin to understand object permanence and can remember where things belong.
  • 2-3 years: The child's attention span increases, they can understand simple time concepts and start engaging in imaginative play.
  • 3-4 years: They will start understanding cause and effect, can arrange objects by size and count items.
  • 4-5 years: By this age, children will start to understand and recall parts of stories, and can engage in more complex imaginative play.

Emotional and Social Development

  • Birth to 1 year: Babies will show a responsive smile by 2 months old, and often recognise mum and dad as primary caregivers.
  • 1-2 years: Tantrums are common as children struggle with wanting independence but needing help. They enjoy the company of others but can also play alone.
  • 2-3 years: Most are able to play in groups, they can express a wide range of emotions and can express their thoughts in speech.
  • 3-4 years: They are more aware of feelings, will start playing cooperatively with peers, and start understanding turn-taking in conversations.
  • 4-5 years: By this age, children show more empathy, can wait their turn in games, can share, and have a sense of right and wrong.

Language Development

  • Birth to 1 year: Children coo and babble as a way of expressing themselves. They are attentive to speech around them, and by one year, most can say one or two words.
  • 1-2 years: Vocabulary expands and children begin saying simple phrases. They understand simple commands and questions.
  • 2-3 years: At this stage, children begin using three to four word sentences. They understand more complex instructions and can name most common things.
  • 3-4 years: They can now converse in sentences, tell simple stories and are able to use pronouns correctly.
  • 4-5 years: By this age, children have good command of language, can tell longer stories, understand and use complex sentences and ask many questions.

Course material for Early Years and Childcare, module Child Development, topic Development from birth to 5 years

Early Years and Childcare

Reflective Practice

Self-assessment

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Self-assessment

Understanding Self-assessment

  • Self-assessment is a critical tool used in reflective practice to analyse one's own performance and identify areas for improvement.
  • This broader reflective process enables practitioners to develop self-awareness and embody professionalism in their roles.
  • It's a continuing, cyclical process; it does not end once a particular goal has been achieved.

The Importance of Self-assessment

  • Through pronounced self-analysis, the practitioner can foster a deeper comprehension of their own actions, which assists in enhancing their professional effectiveness in the early years and childcare settings.
  • Regular self-assessment aids in identifying one’s strengths, development areas, and drives personal learning, leading to continuous improvement.
  • It promotes self-renewal and personal growth, essential for this dynamic and challenging field.
  • It assists in professional development by aligning one's practice with the standards and best practices of the sector.

Using Self-assessment Tools

  • Various tools such as personal diaries, self-reflective logs, and self-questionnaires can be utilised for self-assessment.
  • The introduction of constructive criticism in the form of feedback is beneficial for the analysis process.
  • SMART (Specific, Measurable, Achievable, Relevant, Time-bound) objectives can be used to set and assess personal targets.

Self-assessment and Respect for Diversity

  • Self-assessment aids in enhancing respect for diversity by recognising personal biases and prejudices.
  • The practitioner’s self-awareness and openness to learning contribute to a more inclusive and equal early years and childcare environment.

Limitations of Self-assessment

  • Individuals might find it challenging to evaluate themselves objectively due to various biases.
  • The possibility of underestimating or overestimating one's abilities can have an impact on how accurately practitioners carry out self-assessment.
  • The feeling of vulnerability, when identifying weaknesses and mistakes, might discourage some practitioners from conducting self-assessment regularly.

Linking Self-assessment to Practice Improvement

  • Action planning post self-assessment can guide practitioners' learning and the enhancement of their practice.
  • It helps identify learning areas, set objectives and plan activities to achieve the identified goals.
  • Involving peers or mentors through a process of shared reflection can bring more objectivity and depth to the process.

Course material for Early Years and Childcare, module Reflective Practice, topic Self-assessment

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