Revision Booklet for Childcare Level 2 Unit 3

Exam Preparation

Prep 1- Holistic development

Prep 2- Physical development

Prep 3 – Intellectual development

Prep 4- Emotional development

Prep 5- Social development

Prep 6- Observations

Prep 7- Expected and unexpected events

Prep 8- Transitions

Prep 9- Sectors and settings

Prep 10- Early Years Care Values

Prep 11- Legislation

Prep 12- Inclusive practice

Prep 13- Study Skills

Prep 1: HOLISTIC DEVELOPMENT

It is important to approach child development in an HOLISTIC way. This means exploring how a child develops PHYSICALLY, INTELLECTUALLY, EMOTIONALLY and SOCIALLY.

As a child develops in 1 area it can affect the development in another area. For example, a child develops FINE MOTOR SKILLS and so can hold a pencil in a pincer grip. This will allow them to WRITE- this is part of their INTELLECTUAL development.

When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing…….While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. They recognise the connections between children, families and communities and the importance of……relationships and partnerships for learning. They see learning as a social activity and value collaborative learning and community participation.An integrated, holistic approach to teaching and learning also focuses on connections to the natural world. (DEEWR, 2009).

Young children develop holistically. They need support in health, nutrition, care, protection, early stimulation and learning.

The importance of the HOLISTIC approach:

It helps build meaningful relationships

It recognises the importance of rest and sleep

It supports healthy eating

It makes sure that children are safe

Exam type question

It is important to observe the holistic development of children so that

a. they can enjoy their play

b. their routines can be followed

c. they can have regular rest and

sleep

d. their needs can be met during a transition

Create a MINDMAP of the HOLISTIC approach

Prep 2- PHYSICAL DEVELOPMENT

This area of development focuses on the skills children develop using their large limbs; arms and legs and their small limbs; fingers and wrists.

There are 2 main groups of skills:

Gross motor skills- LARGE LIMB SKILLS

Fine motor skills- SMALL LIMB SKILLS

EXAM STYLE QUESTIONS

A child aged 12 months usually can

a. run

b. kick a large ball

c. sit without support

d. build a tower of three bricks

A baby aged 3 months can usually

a. start to crawl

b. smile at a familiar adult

c .offer toys to other children

d. manage to feed using fingers

Create revision cards for Physical development at different ages

Prep 3- INTELLECTUAL DEVELOPMENT

This area of development is sometimes called COGNITIVE development. It looks at how the brain develops including memory as well as the emergence of language: speaking, reading and writing.

01 yr.

The baby can recognise the sound of parent's voice.

She also learns to focus her vision from the periphery or the corner of her eyes to the centre.

3 yr. Old Child

Identifies common colours such as red, blue, yellow, green

Can count 2 to 3 objects.

Has good self-knowledge, can understand the difference between self and younger children, but not between self and older children.

Can say his age.

He can make little stories from pictures or books.

Asks who, what, where and why questions.

Can put together a 6piece puzzle.

Draws a circle and square.

Recognises common everyday noun.

Interested in similarities and differences.

4 yrs. Old

Can place objects in a line from largest to smallest

Can recognize some letters if taught, and may able to print own name.

Recognizes familiar words in simple books on signs (STOP sign)

Understands the concepts of "tallest, biggest, same, more, on, in, under and above".

Understands the order of daily routine (breakfast before lunch, lunch before dinner, dinner before bed time).

Learns name, address, phone number if taught

Name 68 colours and 3 shapes.

Has basic understanding of concepts related to number, size, weight, colours, textures, distance, position and time.

by the age of four can probably draw a person.

They still don't really understand things like height and size.

5 yrs. Old

Can place objects in order from shortest to tallest

Can understand comparative terms like big, bigger, biggest, sorts objects by size, more, less, same.

Counts up to 10 objects.

Understands before, after, below and above.

Has good attention span and can concentrate well.

Is project mindedplans buildings, play scenarios, and drawings.

Interested in cause and effect.

Understands the concept like yesterday, today and tomorrow.

Knows full name, address and age.

Loves to learn.

Can usually separate fact from fantasy.

LANGUAGE DEVELOPMENT

.

0-1 Year :

A baby's first attempts at communicating emotions and needs are through crying. Parents quickly learn how to differentiate hunger cries from those indicating tiredness or a wet diaper.

By three months, the baby will turn his or her head towards voices and recognizes parents' voices (e.g., stopping crying when parents are speaking to him or her). Expressively, the baby indicates contentment and/or amusement by smiling. He or she repeats sound (e.g., cooing)

At 4 to 6 months the baby notices new such as the sound of telephone. She responds to "no" and to changes in tone of voice. He or she plays attention to music. Early sound discrimination skills are beginning to emerge. Sounds have a more speech like babble to them (e.g. baba mama). When playing alone the child makes gurgling sounds. She can also ask for something she wants through gesture.

At 7 months to one year; the infant begins to recognize her name by turning his head or looking up. The baby listens when spoken to. The baby begins to recognize the common words like "Cup",

"juice", and "bottle". She also can respond to request like "come here" Babbling has long and short group sounds of one or two words such as "baba" "ma ma".

One to two years

The child can listen to simple stories, songs.

She can follow simple commands.

Can point to a few body parts.

Can point to pictures of things in a book when you name them.

She can put 2 words together for example "more juice", "get UP”

She can use many different consonant sounds at the beginning of words.

Two to three years

Can understand differences in meaning (e.g., "up and down", "in and out".)

Notices different noises (e.g. door bell ringing, the telephone)

Can follow the request and directs that have two parts (e.g., "Get the ball and throw it to me")

Can ask for objects naming them.

Three to four years:

Can talk in sentences of four or more words.

People outside the family can understand her.

Understands and answers simple who, what, where questions.

The average three and half year knows more than 1,200 words.

They ask questions beginning with 'what', 'who', Where' and 'why'

Can take about yesterday and tomorrow.

Four to Five Years

Can pay attention to simple short stories and also can answer simple questions about them.

Can understand most of what is said at home or school.

Communicates easily with other.

Can have errors in pronunciation.

EXAM STYLE QUESTION

Intellectual development for a child

aged 5 years includes

a. sharing playthings

b. developing self-help skills

c. being able to join handwriting

d. using reasons to solve problems

Create a chart that shows the intellectual development of a child 0- 5

Prep 4- EMOTIONAL DEVELOPMENT

Emotional development includes feelings and how a child learns to express those feelings as well as their self-esteem and confidence.

Emotions play a very important role in life. So, it is essential to know how emotions develop and also how they affect personal and social adjustment.

01 yr.

At birth, the infants do not show any clear cut emotional response. They can show some pleasant and unpleasant responses. They show pleasure by a general relaxation of the entire body and also by making sound in the form of coos and gurgles. They show the pleasant responses when they suck or when they are provided with warmth.

They also show unpleasant responses by crying, when exposed to sudden noise, abrupt changes in body position, cold or when wet.

1 2 yrs.

Recognizes familiar people and show fear to strangers.

Experience and show shame.

Are sensitive and "catch" feelings from adults

Develop a sense of trust in the world.

Begin to mimic adult behaviour.

Separated from parent may create anxiety and insecurity.

3 yrs old

Gets pleasure by hearing stories about self, imitating others Seeks love and approval of adults. Feelings can easily hurt. Show fears and also unclear about what is real and what is fantasy

Not Able to Differentiate between Reality and Fantasy

Four Year Old

Capable of feeling jealous

Fearful of dark and imaginative things like ghost, monsters

Begins to understand dangerat times can become quite fearful.

Five Year Old

Expresses anger and jealousy physically.

Less fearful of the world than toddlers because understands world better.

Has a good sense of human and enjoys sharing jokes and laughter with adult.

EXAM SYLE QUESTIONS

Children are MOST likely to have temper tantrums at age

a. 0 to 1 year

b. 1 to 3 years

c. 3 to 4 years

d. 4 to 6 years

Make a set of FLASHCARDS with faces on one side and an emotional FACT on the other.

Prep 5- SOCIAL DEVELOPMENT

This is all about RELATIONSHIPS children know what it means to play, share and co-operate.

01 yr.

Socialization begins around the third month. The baby develops love and trust with the parents, or whoever is taking care of him. She loves to hold and play. She seeks for company.

1 to 2 yrs

Become aware of self

Recognize and explore faces.

Participates in simple make-believe games. Her play will mostly involve imitating adult actions such as feeding a doll, talking on phone or shopping.

Capable of sharing love.

He will begin to claim ownership of certain possessions. Words like "me", "my" and "mine" will be used.

He asserts independence

3 yrs old

Seeks attention and approval of others.

Accepts suggestions and follow simple directions.

Enjoys helping simple household tasks.

Cooperate and share well.

4 yrs old

Enjoys playing in a group

Obeys rules of the game

Imitates parent of same sex, particularly in play.

5 yrs old

Invents games with simple rules.

Organizes other children and toys for pretend play.

Carries on conversation with other children and adults.

Often excludes other childrenbest friends only.

Sometime can be very bossy.

More sensitive to the feeling of others.

Likes to feel grown up.

Understands and enjoys both giving and receiving.

Can understand relationship between people and similarities and differences in other families.

Embarrassed by own mistakes.

Enjoys sharing jokes and laughter.

EXAM STYLE QUESTION

What is an example of social development in children aged 3 years?

a. listening to a story

b. playing with a variety of toys

c. spending time with other children

d. staying at home with their parents

Write a description of a play experience for each of the following ages:

1 year old

3 years old

5 years old

Prep 6 – OBSERVATIONS

Observation is the practice of looking at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the experiences on offer.

It is important that parents and practitioners share what they know about these three things so that they can decide whether the child’s development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on, what to provide in the future to support the child to develop new interests, learn new skills and acquire new knowledge.

Observations of children are vital. Each child has a unique set of abilities and talents, observations in different situations capture these first hand.

The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals.

The observations are analysed to identify the stage of development a child is at. This is vital so that progress can be monitored and recorded.

Finally the practitioners can plan for the next stage of development and place activities in the setting to support the child. And so the cycle begins.

There are many types of observations

EXAM STYLE QUESTIONS

An event sample can be MOST useful to

observe a child’s

a. physical skills

b. emotional security

c. challenging behaviour

d. language development

It is important to observe the holistic development of children so that

a. they can enjoy their play

b. their routines can be followed

c. they can have regular rest and

sleep

d. their needs can be met during a transition

Create key word cards about observations

Prep 7- EXPECTED AND UNEXPECTED EVENTS

An expected event is something that most children go through and can be planned for. These include:

Birth of a new baby

Going to school

Learning to walk

An unexpected event is something that does not happen very often and cannot be planned for. These include:

Illness

Accidents

Marriage break down

Death

New family members

Loss of a job

All these events have an impact on a child’s development. These impacts can be positive or negative

Fill out the following table:

EXAM STYLE QUESTIONS

What will affect a child’s physical development?

a. illness

b. parents’ divorce

c. changing schools

d. death of a grandparent

Moving to a new house is MOST likely to affect a child's

a. physical development

b. language development

c. emotional development

d. intellectual development

What may affect the holistic development of a child aged 2 years?

a. learning to read

b. having a new toy

c. living in a house with a garden

d. starting at an early years setting

Create a flowchart of 1 unexpected and 1 expected event and their impacts on a child’s development.

Prep 8- TRANSITIONS

These are times in a child’s life when things change. Often these changes are planned; for example going to school.

• Starting nursery
• Illness of a member of the family
• Changing friends
• Starting primary school
• Death of a family member
• Separation from parents
• Diagnosis of Illness
• New siblings
• Diagnosis of disability
• Moving house
• Moving through year groups
• New step-parents
• Entering care
• Foster parents
• Living in a new country
• Change of class teacher
• Living with the illness of a family member.

Transition can impact on a child’s development in both a positive and a negative way and as a result it is important that practitioners support children through the different types of transition.

For some children times of transition and change can be particularly difficult. Reducing difficulties during change by even a small amount can make a big difference to many children.

Understanding the underlying reasons for these difficulties, and having a collection of strategies helps to:

• Reduce the risks of failure to manage the change
• Demonstrate the staff commitment to support the child
• Improve learning by reducing stress of change
• Prevent disruptive or acting-out behaviour
• Provide a settled learning environment for all children
• Reduce stress for staff
• Reduce exclusions
• Build positive and productive relationships which impact on learning
• Develop resilience
• Improve outcomes.

Bereavement: a loss of carer, family member, friend, pet or even toys(for much younger children) can affect children’s development. They may display frustration, aggression, anger, regression, withdrawal and other behavioural problems.