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Source: http://freedomtoteach.collins.co.uk/category/childcare/feed/

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<title>Early Years Educator: Understanding Phonics</title>
<link>https://freedomtoteach.collins.co.uk/early-years-educator-understanding-phonics/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Thu, 04 Sep 2014 16:01:18 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Early Years]]></category>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Secondary]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2014/09/04/early-years-educator-understanding-phonics/</guid>
<description><![CDATA[EYE Consultant Janet Stearns offers guidance on teaching phonics as part of the new Level 3 EYE qualification, plus links to free resources to help you get to grips with phonics teaching.
The post <a href="https://freedomtoteach.collins.co.uk/early-years-educator-understanding-phonics/">Early Years Educator: Understanding Phonics</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[Summary<a href="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/EYE-Blog-4-image-1.jpg"><img decoding="async" class="alignright size-full wp-image-4203" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/EYE-Blog-4-image-1.jpg" alt="" width="204" height="142" /></a>
The new Level 3 Early Years Educator (EYE) qualifications launches this September. There are some significant changes in the new EYE criteria, which focus on early education and school readiness and include an understanding of synthetic phonics in the teaching of reading and supporting children’s early literacy.
EYE criteria
All awarding organizations are currently redeveloping their existing qualifications in order to meet the National College of Teaching and Leadership criteria for the EYE. Subject to Ofqual approval, these new qualifications will be available for first teaching in September 2014. This will include revised versions of the BTEC Level 3 Nationals in Children’s Play, Learning and Development in addition to the CACHE Level 3 Diploma in Early Years Education and Care.
Many of the EYE criteria are comparable to those in existing Level 3 early years qualifications and require only minimal changes to the content of your teaching. However, some of the criteria which focus specifically on school readiness will present different challenges. For example, in Unit 1: Support and promote children’s early education and development:
1.7 Understand systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics. 
Synthetic phonics
The term phonics refers to a method for teaching speakers of English to read and write. It involves connecting sounds with letters or groups of letters and understanding how to blend the sounds of letters together in order to construct words. For example, when taught the sounds for the letters t, p, a and s, one can build up the words “tap”, “pat”, “pats”, “taps” and “sat”.
Synthetic phonics is a method of teaching reading in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat and pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word.
Helping your learners to understand phonics
The National Literacy Trust has a range of resources, including a phonics glossary and a guide for making and using Story Sacks to support the development of children’s early literacy (<a href="http://www.literacytrust.org.uk/">http://www.literacytrust.org.uk</a>). Your learners could make their own Story Sacks to share in class or use with children in their placements.
Free downloadable podcasts, stories, phonics games and activity sheets are also available from:
<a href="http://www.wordsforlife.org.uk/baby/fun">http://www.wordsforlife.org.uk/baby/fun</a>
<a href="http://www.wordsforlife.org.uk/3-5">http://www.wordsforlife.org.uk/3-5</a>
<a href="http://www.wordsforlife.org.uk/5-7">http://www.wordsforlife.org.uk/5-7</a> (including the video: “Michael Rosen’s Top Tips for Reading Bedtime Stories”)
 
Janet Stearns, EYE Consultant, Lecturer in Early Childhood Studies and former Lead Examiner for CACHE
 
The post <a href="https://freedomtoteach.collins.co.uk/early-years-educator-understanding-phonics/">Early Years Educator: Understanding Phonics</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Early Years Educator: Tackling Childhood Obesity</title>
<link>https://freedomtoteach.collins.co.uk/early-years-educator-tackling-childhood-obesity/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Wed, 04 Jun 2014 11:52:00 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Early Years]]></category>
<category><![CDATA[Health and Social Care]]></category>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Secondary]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2014/06/04/early-years-educator-tackling-childhood-obesity/</guid>
<description><![CDATA[Childhood obesity is on the rise with 28% of two to fifteen year olds classed as clinically obese. Janet Stearn looks at some of the campaigns trying to tackle this worrying trend and suggests how your learners can incorporate them into their study.
The post <a href="https://freedomtoteach.collins.co.uk/early-years-educator-tackling-childhood-obesity/">Early Years Educator: Tackling Childhood Obesity</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[Childhood Obesity: “Chuck the Junk” Campaign<a href="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/EYE-Blog-5-image3-1.jpg"><img decoding="async" class="alignright wp-image-4217" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/EYE-Blog-5-image3-1-300x180.jpg" alt="" width="186" height="111" /></a>
Summary
The<a title="Children's Food Campaign" href="http://www.sustainweb.org/childrensfoodcampaign/"> Children’s Food Campaign</a> started 2014 by calling on all retailers to remove unhealthy snacks from checkouts and replace them with healthier options. This move follows the launch of the ‘junk free checkouts’ campaign last year as part of the Department of Health’s continuing effort to reduce childhood obesity and provides a great opportunity for your learners to get involved. In May 2014 Tesco agreed to remove sweets from all of its checkouts, a move expected to be copied by other supermarkets (<a title="BBC News - Tesco to remove sweets from checkouts" href="http://www.bbc.co.uk/news/uk-27514077">http://www.bbc.co.uk/news/uk-27514077</a>).
 
Concerns about obesity
The latest report from the Department of Health states that 28 percent of children aged between two and fifteen years old are currently obese (DoH 2013). In 2010, Research by the Advisory Panel on Food and Nutrition in Early Years found that over a fifth of children were either overweight or obese by the time they reached their final year in the Early Years Foundation Stage.
Children’s consumption of unhealthy snacks and junk food has been shown to contribute to poor diet and poor health, including obesity, heart disease and diabetes. A 2013 survey by the Dietitians in Obesity Management Specialist Group (DOM UK) found that nearly 8 in 10 shoppers were unhappy with the sale of sugary or high calorie food and drink items at checkouts.
DOM UK is now challenging supermarkets to go ‘junk free’ at the checkout and to permanently remove unhealthy snacks from checkouts and queuing areas. They are encouraging retailers to substitute healthier alternatives, such as dried fruit, oatcakes, ‘funsize’ fresh fruit and sparkling water to create ‘Healthy Checkouts’.
Promoting healthy eating
The Children’s Food Trust provides a wealth of advice about healthy eating in the early years. Their guide “Eat Better, Start Better” (2012) outlines a series of recommendations about preventing obesity, including food choices, portion size, menu planning, recipes, food allergies and special dietary requirements (<a href="http://www.childrensfoodtrust.org.uk/">www.childrensfoodtrust.org.uk</a>)
The Department of Health also provides a range of information including:
<ul>
<li>advice on a healthy diet and physical activity through the Change4Life programme at (<a href="http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx">http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx</a>)</li>
<li>improving labeling on food and drink to help people make healthy choices</li>
<li>encouraging businesses to include calorie information on their menus</li>
<li>providing guidance on physical activity for young children (free downloadable factsheets at <a href="https://www.gov.uk/government/publications/uk-physical-activity-guidelines">https://www.gov.uk/government/publications/uk-physical-activity-guidelines</a>)</li>
</ul>
 
Supporting your learners
Healthy eating has consistently been a key element within early years training programmes and with the current concerns about childhood obesity, it is probably more important than ever.
Understanding the importance of healthy eating forms part of the assessment for Unit 14 in the <a title="BTEC CPLD" href="http://www.collins.co.uk/product/9780007479818/BTEC+National+Children%E2%80%99s+Play%2C+Learning+and+Development+2012+-+BTEC+National+Children%E2%80%99s+Play%2C+Learning+and+Development%3A+Student+Book">BTEC National Diploma in Children’s Play, Development and Learning</a>, particularly:
3A1.P1 Explain the impact of diet on children’s health and development
3A1.M1: Analyse a child’s diet in relation to current expert guidance
3A.D1 Evaluate the extent to which an early years setting contributes to children’s health and development through the provision of food.
This is supported in the new Collins publication ”<a title="Key Concepts in Childcare" href="http://www.collins.co.uk/product/9780007521982/Collins+Key+Concepts+-+Child+Care">Key Concepts in Childcare</a>” (2013; ISBN 978-0-00-752198-2), which includes sections on both Healthy Eating and Infant Feeding.
Healthy eating is also part of the new Early Years Educator qualification in Unit 5: Safeguard and promote the health, safety and welfare of children:
5.4 Understand why health and well-being is important for babies and children and promote healthy lifestyles.
Encourage your learners to get involved in the ‘Chuck the Junk’ campaign (<a href="http://www.bda.uk.com/news/130916CheckoutJunkFood.pdf">http://www.bda.uk.com/news/130916CheckoutJunkFood.pdf</a>). They could carry out research in local supermarkets and other retail stores, analyse their results and create their own recommendations for ‘Healthy Checkouts’ including examples of alternative snacks and drinks. The campaign website includes lots of opportunities for getting involved, including participating in an online survey and nominating retailers to either the ‘Wall of Shame’ or the ‘Wall of Fame’. Your learners could vote on the best performing retailers in their local area and maybe even organize an awards ceremony!
Janet Stearns, EYE Consultant, Lecturer in Early Childhood Studies and former Lead Examiner for CACHE
The post <a href="https://freedomtoteach.collins.co.uk/early-years-educator-tackling-childhood-obesity/">Early Years Educator: Tackling Childhood Obesity</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Childcare: The two-year-old entitlement</title>
<link>https://freedomtoteach.collins.co.uk/childcare-the-two-year-old-entitlement/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Fri, 10 Jan 2014 10:22:38 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2014/01/10/childcare-the-two-year-old-entitlement/</guid>
<description><![CDATA[How changes to provisions of childcare for two-year-olds can be met by students studying for the Early Years Educator qualification.
The post <a href="https://freedomtoteach.collins.co.uk/childcare-the-two-year-old-entitlement/">Childcare: The two-year-old entitlement</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[In September 2013, 20 per cent of all two-year-olds in England became entitled to a free early education place for 15 hours a week. As a result, many early years settings are now adapting their provision in order to meet the individual needs of these very young children.
The needs of two-year-olds
One of the key challenges of working with two-year-olds is to understand how they see the world, how they feel towards people and events, how they approach new situations and how they learn. Having a better understanding of the characteristics of two-year-olds will enable your learners to develop more professional strategies for providing care and early learning. Some of these characteristics include:
<ul>
<li>a need for close relationships</li>
<li>increasing mobility and independence</li>
<li>a growing sense of themselves as individuals</li>
<li>an interest in developing social relationships with their peers</li>
<li>curiosity and desire to explore their world</li>
<li>a desire to communicate and express their thoughts and feelings</li>
</ul>
 
Understanding two-year-olds
It can sometimes be difficult for learners to fully understand the needs of two-year-olds. They may have been influenced by phrases like “terrible twos” or “temper tantrums” and often have unrealistic expectations about the behaviour and capabilities of very young children.
In order to really understand the needs of two-year-olds, your learners should have a comprehensive understanding of the three prime areas of the Early Years Foundation Stage (EYFS), personal, social and emotional development, physical development and communication and language development. They also need to fully understand:
<ul>
<li>the significance of attachment theory and the key person approach</li>
<li>how to meet the physical care needs of two-year-olds, including rest and sleep, mealtimes and nappy changing</li>
<li>the importance of providing a safe but challenging environment</li>
<li>how to implement positive behaviour strategies</li>
<li>the importance of flexible routines, which incorporate the children’s interests</li>
</ul>
 
This is emphasised in the criteria for the new Early Years Educator (EYE) qualification including:
1.2 Understand the significance of attachment and how to promote it effectively 
1.4 Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances 
5.3 Plan and carry out physical care routines suitable to the age, stage and needs of the child
The EYFS two-year-old progress check
The EYFS requires a short written summary of children’s development to be completed between the ages of 24-36 months. This should record children’s progress in the three prime areas of the EYFS and must be provided to parents. The progress check creates a clear picture of the child’s development and enables practitioners to plan meaningful learning activities or implement early intervention if necessary. A useful guide to the EYFS two-year old progress check can be found at:
<a href="https://www.gov.uk/government/publications/a-know-how-guide-the-eyfs-progress-check-at-age-two">https://www.gov.uk/government/publications/a-know-how-guide-the-eyfs-progress-check-at-age-two</a>
 
Summary
From September 2014, 40 per cent of two-year-olds will become eligible for free places. This influx of two-year-olds into early years settings along with the demands of the EYFS will create some new challenges. You can really help to prepare your learners for working with these very young children, both in their training placements and as professional practitioners in the future.
Further information:
<a title="www.foundationyears.org.uk" href="http://www.foundationyears.org.uk/2012/07/news-from-the-department-6/">http://www.foundationyears.org.uk/2012/07/news-from-the-department-6/</a>
Janet Stearns, EYE Consultant, Lecturer in Early Childhood Studies and former Lead Examiner for CACHE
 
The post <a href="https://freedomtoteach.collins.co.uk/childcare-the-two-year-old-entitlement/">Childcare: The two-year-old entitlement</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Preparing for the new Early Years Educator Qualification</title>
<link>https://freedomtoteach.collins.co.uk/preparing-for-the-new-early-years-educator-qualification/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Fri, 08 Nov 2013 11:48:42 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Early Years]]></category>
<category><![CDATA[GCSE]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2013/11/08/preparing-for-the-new-early-years-educator-qualification/</guid>
<description><![CDATA[We take a look at the criteria for the new Level 3 Early Years Educator Qualification and the implications for those teaching in childcare and early years.
The post <a href="https://freedomtoteach.collins.co.uk/preparing-for-the-new-early-years-educator-qualification/">Preparing for the new Early Years Educator Qualification</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[In July this year, the National College for Teaching and Leadership published the criteria for the new Level 3 Early Years Educator Qualification. This will be introduced in September 2014 and has some significant implications for everyone teaching in childcare and early years.
The Early Years Educator (EYE)
Concern has been expressed over the past two years that the current early years qualifications system is not equipping practitioners with the knowledge and skills they need to give young children high quality experiences.
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2013/11/EYE.jpg"><img fetchpriority="high" decoding="async" class="alignleft size-medium wp-image-3353" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2013/11/EYE-300x168.jpg" alt="EYE" width="300" height="168" /></a>The review conducted by Professor Cathy Nutbrown in June 2012, made nineteen recommendations for improvement, which have now been integrated into the new EYE qualification.
All qualifications from 1 September 2014 must demonstrate that they meet the new ‘full and relevant’ EYE criteria. Awarding bodies in childcare and early years (including CACHE and BTEC) are currently developing their qualifications in order to meet these new criteria.
EYE criteria
It is anticipated that the new Level 3 Early Years Educator qualifications will take on average two years to complete.
All EYE qualifications will require learners to demonstrate an in-depth understanding of early years education and care, including that they can:
<ul>
<li>support and promote children’s early education and development 
plan and provide effective care, teaching and learning that enables children to progress and prepares them for school</li>
<li>make accurate and productive use of assessment</li>
<li>develop effective and informed practice</li>
<li>safeguard and promote the health, safety and welfare of children</li>
<li>work in partnership with the key person, colleagues, parents and/or carers or other professionals</li>
</ul>
Major changes
The new EYE qualification has introduced a number of significant changes, including:
<ul>
<li>Level 3 should be considered the minimum qualification level for employment in settings where the Early Years Foundation Stage (EYFS) is being followed.</li>
<li>All entrants to EYE training programmes will need to have at least a Grade C at GCSE in English and Maths.</li>
<li>Training providers will be expected to include a high proportion of practical work experience in their courses, usually only with settings graded ‘good’ or ‘outstanding’</li>
</ul>
 
What does this mean for you?
The introduction of these changes will have some significant implications for everyone teaching in childcare and early years, including:
Planning for 2014: communicating with your awarding bodies and making sure that the programmes you are offering meet the “full and relevant” criteria for the EYE qualification
Recruiting learners: making sure that the learners you are recruiting onto Level 3 programmes have at least a Grade C at GCSE in English and Maths. 
Practical training in high quality placements: communicating with your practical training placements to share the new EYE expectations that only settings that are rated ‘good’ or ‘outstanding’ should be able to host students on placement. 
 
Professional training and development: for example, making sure that your staff team are up to date with the prime and specific areas of development and learning within the EYFS. Two of the criteria for the new EYE qualification are that learners will:
1.6 Understand the importance to children’s holistic development of: 
speech, language and communication 
personal, social and emotional development 
physical development
1.7 Understand systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics. 
 
Clearly, these changes will present challenges for us all, however, we need to raise our expectations of what it means to work with young children and attract the best people into the workforce. You will be hugely influential in this process.
Further information:
<a href="https://www.gov.uk/government/publications/early-years-educator-level-3-qualifications-criteria">https://www.gov.uk/government/publications/early-years-educator-level-3-qualifications-criteria</a>
Janet Stearns, EYE Consultant, Lecturer in Early Childhood Studies and former Lead Examiner for CACHE
 Photo credit: <a href="http://www.bbc.co.uk">www.bbc.co.uk</a>
 
The post <a href="https://freedomtoteach.collins.co.uk/preparing-for-the-new-early-years-educator-qualification/">Preparing for the new Early Years Educator Qualification</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Childcare – Now I Am Two!</title>
<link>https://freedomtoteach.collins.co.uk/childcare-now-i-am-two/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Mon, 14 Jan 2013 09:30:10 +0000</pubDate>
<category><![CDATA[Adult Learning]]></category>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Further Education]]></category>
<category><![CDATA[Health and Social Care]]></category>
<category><![CDATA[childcare]]></category>
<category><![CDATA[children and young person's workforce]]></category>
<category><![CDATA[further education]]></category>
<category><![CDATA[hsc]]></category>
<category><![CDATA[vocational]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2013/01/14/childcare-now-i-am-two/</guid>
<description><![CDATA[The government programme to provide funded childcare places for disadvantaged two year olds will be fully implemented in 2013
The post <a href="https://freedomtoteach.collins.co.uk/childcare-now-i-am-two/">Childcare – Now I Am Two!</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[The government programme to provide funded childcare places for disadvantaged two year olds will be fully implemented in 2013 and will be extended to 40 per cent of all two year olds by September 2014.
In addition, The Statutory Framework for the Early Years Foundation Stage places even more emphasis on assessment at this age with the two-year-old progress check. This clearly states that
 “practitioners must review (children’s) progress and provide parents with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected”.
Your learners need to be prepared for these new developments, which highlight more than ever the importance of observing the specific needs, interests and development of two-year-olds in early years settings.
Knowledge of children’s development and learning forms a significant part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:
L2: Unit TDA 2.1 Child and young person development
Unit CCLDMU 2.2 Contribute to the support of child and young person development
 L3: Unit CYP 3.1 Understand child and young person development
Unit CYP 3.2 Promote child and young person development
Unit EYMP 2 Promote learning and development in the early years
In addition, Observation, Assessment and Planning for Play and Development also form a whole unit (Unit 9) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (<a href="http://www.collinseducation.com/TitlesListing/pages/productshow.aspx?Level1=Secondary&ProductId=78569&frm=srchpg">supported by the forthcoming Collins student textbook</a>). This unit also emphasises the importance of involving parents in observations of children’s development and using information from observations to plan activities for children.
This is a good time to review your learners’ knowledge of the specific needs and interests of two year olds.
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2013/01/833building_blocks.jpg"><img loading="lazy" decoding="async" class="alignleft size-medium wp-image-1561" title="833building_blocks" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2013/01/833building_blocks-300x201.jpg" alt="" width="300" height="201" /></a>
DVD clips are always a good place to start. Siren Films (<a href="http://www.sirenfilms.co.uk/">http://www.sirenfilms.co.uk</a> have a good selection, or you may have your own.) Invite your learners to observe and make notes about the all-round development of two year olds, such as:
<ul>
<li>what can they do physically?</li>
<li>how do they communicate and express themselves?</li>
<li>how do they play and interact socially?</li>
</ul>
Follow this up with learners working in pairs to investigate more about development at two years old. The NHS choices website (<a href="http://www.nhs.uk/">http://www.nhs.uk</a>) provides an interactive birth-to-five development timeline, with developmental milestones at specific ages and a selection of short video clips.
Ask learners to complete the chart “Now I Am Two” (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/development-chart.doc">attached</a>), summarising developmental milestones in the prime areas of the EYFS and encourage them to share examples from their placements.
This is also a good time to review the benefits of Heuristic Play for two year olds. Use a DVD clip (or one of several examples available on You Tube) at:
<a href="http://www.youtube.com/watch?v=dA2gZiNES4E&list=PLiP6YPAzOGmOIseQvji-rUKNx_oUOUlRs&index=3">http://www.youtube.com/watch?v=dA2gZiNES4E&list=PLiP6YPAzOGmOIseQvji-rUKNx_oUOUlRs&index=3</a>
Ask your learners to observe and make notes about how children are using the heuristic play materials to:
<ul>
<li>explore and experiment</li>
<li>use problem solving to figure things out</li>
<li>be creative and imaginative, use materials in original ways and represent their ideas</li>
</ul>
Learners could then work in pairs or small groups to devise lists of objects to use in a Heuristic Play session and complete the chart (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/Heuristic-Play.doc">attached</a>) to outline how Heuristic Play supports the all-round development and learning of two year olds.
The Pre-School Learning Alliance (<a href="https://www.pre-school.org.uk/">https://www.pre-school.org.uk</a> ) also has a wide variety of support materials, including ideas for play activities and a downloadable information document about learning through play.
As early years settings prepare for the influx of vulnerable two-year-olds, many local authorities are responding by developing training packages and support materials for early years practitioners. Cheshire East Council (<a href="http://www.cheshireeast.gov.uk/">http://www.cheshireeast.gov.uk</a>) have produced a best practice toolkit entitled “Are You Ready for Me-Now I’m 2?” This guide provides a scaffolded approach for evaluating and improving current provision for 2 year olds, to meet the requirements of the revised EYFS and also has some useful material to use in your classroom.
Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE
The post <a href="https://freedomtoteach.collins.co.uk/childcare-now-i-am-two/">Childcare – Now I Am Two!</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Childcare – ‘Tis the Season</title>
<link>https://freedomtoteach.collins.co.uk/childcare-tis-the-season/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Fri, 14 Dec 2012 10:00:48 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Further Education]]></category>
<category><![CDATA[Health and Social Care]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/12/14/childcare-tis-the-season/</guid>
<description><![CDATA[As the end of the year approaches, our thoughts turn towards the seasonal festivities in schools and nurseries across the country.
The post <a href="https://freedomtoteach.collins.co.uk/childcare-tis-the-season/">Childcare – ‘Tis the Season</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[As the end of the year approaches, our thoughts turn towards the seasonal festivities in schools and nurseries across the country. Many of your learners will be in their placements helping out with end of term parties, nativity plays, Christmas concerts and other celebrations and it is always a good time to remind ourselves of the many different religious festivals and celebrations that are recognised across the UK.
Equality and diversity in the early years is a very important part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:
L2: Unit SHC 23 Introduction to equality and inclusion in health, social care or children’s and young people’s settings
L3: Unit SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings
Unit CYP 3.7 Understand how to support positive outcomes for children and young people
In addition, Diversity, Equality and Inclusion in the Early Years also form a whole unit (Unit 10) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (<a href="http://www.collinseducation.com/TitlesListing/pages/productshow.aspx?Level1=Secondary&ProductId=78569&frm=srchpg">supported by the Collins student textbook</a>). This unit also includes strategies for inclusive practice and planning to meet children’s individual needs.
<figure id="attachment_1535" aria-describedby="caption-attachment-1535" style="width: 254px" class="wp-caption alignleft"><a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/vicky-brock.jpg"><img loading="lazy" decoding="async" class="size-medium wp-image-1535 " title="vicky brock" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/vicky-brock-254x300.jpg" alt="" width="254" height="300" /></a><figcaption id="caption-attachment-1535" class="wp-caption-text">Copyright Vicky Brock</figcaption></figure>
In order to really appreciate diversity and discrimination, learners need to be aware of their own attitudes, values and beliefs. I have frequently used an “Attitude Poll” as a starter exercise in class, which provides a forum for learners to explore their own beliefs as well as reflect on how they might deal with ideas that challenge their own views. Divide your learners into small groups and provide each group with a set of statements, including several controversial ones (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/Some-examples-are-attached.doc">Some examples are attached</a>). Invite the learners to discuss each statement in turn and decide if they agree or disagree with the statement. Each group should then select one statement (perhaps the one they had the most discussion about or the most controversial) to share with the whole group. You will need to act as facilitator, adjudicator (and sometimes referee!), but it can give rise to some extremely interesting and thought-provoking discussion. This has an important message for learners who will someday be working with a wide variety of people, holding a mixture of different views, which will very often be in opposition to their own. How will they handle that? Learners can sometimes be very critical of parents and families, but it is important for them to think about how they will maintain a professional attitude, which encompasses diversity and is non-judgemental.
Many of your learners will have studied different religions in school, but their knowledge and understanding is often varied. One way to consolidate what your learners already know is to use the blank chart on world religions (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/World-Religions-blank-copy.doc">Attached</a>) and ask your learners to work in groups to complete as much of the chart as they can. Explain that it is not a test and stress that they are not being assessed on how much they know. Provide the completed chart (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/World-Religions1.doc">Attached</a>, and adapted from <a href="http://www.bbc.co.uk/">http://www.bbc.co.uk</a>) for your learners to fill in the gaps.
The significance of this relates to the implications for early years practice, particularly in areas like festivals and celebrations, dress, diet and dealing with death. Your learners may already have some understanding of different religious practices from their own lives or their placement experience. Invite learners to share their experiences and create a collage about the different ways that early years settings embrace religious diversity in practice, (for example by celebrating different religious festivals, having a range of resources or involving parents or community leaders in the setting).
One activity I have found very thought provoking for learners is a role-playing exercise around answering children’s questions, (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/childrens-questions.doc">Attached</a>). This can be extremely challenging, but can also give rise to some very useful discussion and practical advice. If learners are reluctant to engage in role-play, then encourage them to think about how they would respond and then share their ideas in the group. With issues involving different religious beliefs, stress the importance of putting the question back to the child, or checking in with what the child already knows i.e. “Where do you think people go when they die?” or “What has you mum told you about that?”
Amidst the hectic whirl of the end of term and preparing for the holidays, we can always count on young children to bring us all back down to earth.
Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE
The post <a href="https://freedomtoteach.collins.co.uk/childcare-tis-the-season/">Childcare – ‘Tis the Season</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Class activities for child nutrition</title>
<link>https://freedomtoteach.collins.co.uk/class-activities-for-child-nutrition/</link>
<dc:creator><![CDATA[Mary]]></dc:creator>
<pubDate>Fri, 23 Nov 2012 11:00:32 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Further Education]]></category>
<category><![CDATA[childcare]]></category>
<category><![CDATA[Children and Young People's Workforce]]></category>
<category><![CDATA[healthy eating]]></category>
<category><![CDATA[school meals]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/11/23/class-activities-for-child-nutrition/</guid>
<description><![CDATA[Some class activities for your Children and Young Person's Workforce students based on food and nutrition
The post <a href="https://freedomtoteach.collins.co.uk/class-activities-for-child-nutrition/">Class activities for child nutrition</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[November 5th to 9th was National School Meals Week. This year, it coincided with the publication of a survey by the Local Authority Caterers Association, which examined parental views about nutritional standards in free schools and academies. The survey revealed that 57% of parents did not know if their child’s school was meeting the nutritional standards set by the government. The majority of parents also said they would welcome the introduction of an independent body to monitor schools to ensure that standards are being met.
Knowledge of nutrition is an extremely important aspect of working with young children and forms a significant part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:
L2: Unit MU 2.8 Contribute to the Support of the Positive Environments for Children and Young People
L3: Unit EYMP 3 Promote Children’s Welfare and Wellbeing in the Early Years 
Food and Mealtimes in the Early Years also forms a whole unit (Unit 14) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook). This unit also emphasises the importance of working with parents in helping children to develop healthy eating habits and attitudes towards food.
Many of your learners will have studied food and nutrition on a variety of other courses and may already be familiar with the main principles of a balanced diet, the nutritional content of different foods and the role of different nutrients in the body. It can therefore be challenging to keep the topic fresh as well as specifically relevant to the early years. The School Food Trust (<a href="http://www.schoolfoodtrust.org.uk/">http://www.schoolfoodtrust.org.uk</a>) provides a wide variety of learning resources in addition to many of the current policies about food and nutrition in the early years, which I have found very useful.
The School Food Trust Guide “Eat Better, Start Better” (2012) provides a range of information about healthy eating for young children, including food choices and portion sizes. The Food Groups table (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Food-groups-table.doc">Download here</a>) can provide a useful starting point for your learners to refresh their knowledge about the main food groups and nutrients. Working in pairs or small groups, learners could begin by completing the blanks in the table. This could be followed by the case study (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/case-study.doc">Download here</a>), where learners could analyse the food intake of a typical five year old and make suggestions for improvement. You could even ask your learners to keep a personal food diary and analyse their own food intake over a few days. I have often found this leads to a few surprises, with learners looking at ways to improve their own diet!
Another important focus for food and nutrition in the early years involves an awareness of individual dietary requirements, including cultural or religious restrictions and food allergies and intolerances, which are common in young children. The School Food Trust provides a comprehensive chart (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Religious-dietary-restrictions.doc">Download here</a>), which summarises some of the main religious dietary restrictions. Learners could use the chart as a reference tool to complete the associated task in planning meals and snacks for different children.
For more independent study, your learners could investigate different food allergies and intolerances at:
<a href="http://www.nhs.uk/conditions/food-allergy/Pages/Intro1.aspx">http://www.nhs.uk/conditions/food-allergy/Pages/Intro1.aspx</a>
The same website also has a section on healthy eating recipes, which I have used with learners to research and create a fun recipe book for children.
<a href="http://www.nhs.uk/Livewell/5ADAY/Pages/Recipes.aspx">http://www.nhs.uk/Livewell/5ADAY/Pages/Recipes.aspx</a>
With increasing concerns about childhood obesity, it is perhaps more important than ever for learners to be fully aware of their responsibilities in helping children to develop healthy eating patterns in the early years.
Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE
<figure id="attachment_1254" aria-describedby="caption-attachment-1254" style="width: 491px" class="wp-caption aligncenter"><a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/lunchbox.jpg"><img loading="lazy" decoding="async" class=" wp-image-1254 " title="lunchbox" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/lunchbox.jpg" alt="" width="491" height="351" /></a><figcaption id="caption-attachment-1254" class="wp-caption-text">©Copyright Bunches and Bits</figcaption></figure>
The post <a href="https://freedomtoteach.collins.co.uk/class-activities-for-child-nutrition/">Class activities for child nutrition</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Childcare – Activity plans for Health and Safety</title>
<link>https://freedomtoteach.collins.co.uk/childcare-activity-plans-for-health-and-safety/</link>
<dc:creator><![CDATA[Mary]]></dc:creator>
<pubDate>Thu, 08 Nov 2012 10:30:20 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Further Education]]></category>
<category><![CDATA[Health and Social Care]]></category>
<category><![CDATA[childcare]]></category>
<category><![CDATA[Children and Young People's Workforce]]></category>
<category><![CDATA[health and safety]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/11/08/childcare-activity-plans-for-health-and-safety/</guid>
<description><![CDATA[Engage your Children and Young People's Workforce students with these activity plans and case studies for teaching Health and Safety.
The post <a href="https://freedomtoteach.collins.co.uk/childcare-activity-plans-for-health-and-safety/">Childcare – Activity plans for Health and Safety</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[The whole early years sector has recently been shaken by the tragic deaths of two young children. A three year old died in September after becoming entangled in a rope on a slide at York College Nursery and a nine month old baby choked to death at a nursery in Greater Manchester on October 23rd. Heartbreaking accidents like this serve as stark reminders about the importance of health and safety when working with young children and perhaps provide a good opportunity to review some of the key principles with your learners.
Teaching health and safety can often be challenging. Learners need to know about health and safety legislation and how it applies to the early years workplace, but it can be a very uninspiring topic to undertake in the classroom. It is vitally important to help learners make practical links with their different placement experiences and support them in the process of understanding their own responsibilities.
Health and safety forms a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:
L2: Unit MU 2.4 Contribute to Children and Young People’s Health and Safety 
Unit TDA 2.2 Safeguarding the Welfare of Children and Young People
Unit PEFAP 001 Paediatric Emergency First Aid
L3: Unit CYP 3.4 Support Children and Young People’s Health and Safety
Unit SHC 34 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings
Unit CYP 3.3 Understand how to Safeguard the Wellbeing of Children and Young People
These units cover a wide range of topics around health and safety, including legislation, safe working practices and dealing with emergencies. The assessment tasks include both knowledge-based and competence-based evidence and this can be supported with class activities, which encourage learners to make relevant links with their placement experience.
For example, the activity “Assessing Hazards” (attached) will encourage learners to investigate the health and safety procedures in their placements and talk to early years staff about the practical implementation. Learners can then share the information with each other in class and discuss key aspects of best practice. This could be followed up by the activity “Design a Webpage” (attached) which the learners could undertake in groups, sharing their ideas and experiences.
The two case studies (attached) offer the opportunity for learners to apply their knowledge in different practical situations and to discuss and reflect on the implications of keeping children safe in early years settings.
The new BTEC National Qualification in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook) includes a unit on health and safety practice in early years settings, with an emphasis on policies, procedures and risk assessment. To achieve a Distinction grade in this qualification, learners must show that they can:
Assess the ways in which legislation and procedures in early years settings contribute to children’s health and wellbeing.
Evaluate the extent to which risk assessment contributes to effective early years practice in a selected early years setting.
Evaluate the extent to which policies and procedures for response to emergencies in early years settings contribute to children’s health and safety.
In the aftermath of these recent tragic deaths, it seems timely to review how critically important it is for learners to fully understand the significance of these criteria.
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Activity-worksheet-1.doc">Activity worksheet 1</a>
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Activity-worksheet-22.doc">Activity worksheet 2</a>
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Case-study-11.doc">Case study 1</a>
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/Case-study-2.doc">Case study 2</a>
Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/cyp2-jstearns.jpg"><img loading="lazy" decoding="async" class=" wp-image-1190 alignnone" title="cyp2-jstearns" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/11/cyp2-jstearns.jpg" alt="" width="512" height="305" /></a>
<h6>©Copyright Pam Brophy and licensed for reuse under this Creative Commons Licence.</h6>
The post <a href="https://freedomtoteach.collins.co.uk/childcare-activity-plans-for-health-and-safety/">Childcare – Activity plans for Health and Safety</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Communication: through the eyes of a child</title>
<link>https://freedomtoteach.collins.co.uk/communication-through-the-eyes-of-a-child/</link>
<dc:creator><![CDATA[Mary]]></dc:creator>
<pubDate>Mon, 22 Oct 2012 10:25:27 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Communication Trust]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Film for Parents]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/10/22/communication-through-the-eyes-of-a-child/</guid>
<description><![CDATA[The Communication Trust has recently produced four films to help parents encourage their children’s communication development. http://www.thecommunicationtrust.org.uk/parents/films-for-parents.aspx These short films … <a href="https://freedomtoteach.collins.co.uk/communication-through-the-eyes-of-a-child/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/communication-through-the-eyes-of-a-child/">Communication: through the eyes of a child</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[The Communication Trust has recently produced four films to help parents encourage their children’s communication development.
<a href="http://www.thecommunicationtrust.org.uk/parents/films-for-parents.aspx">http://www.thecommunicationtrust.org.uk/parents/films-for-parents.aspx</a>
These short films (between 2 and 5 minutes) are based on material from last year’s national year of communication project ‘Hello’ and cover the age ranges birth to 6 months, 6 months to 1 year, 1 to 2 years and 2 to 3 years.
Narrated by Kathy Burke, the films present a unique perspective on communication through the eyes of a child and are full of useful advice about interacting and talking with young children.
Although the films have been made for parents, they provide a very useful resource for your learners. The material can be used to enhance learning in the classroom as well as helping to reinforce the links between theory and practical experience in placement.
With Communication and Language as one of the three prime areas in the Early Years Foundation Stage, there is a renewed emphasis on the importance of communication, particularly with the under three’s. This is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce. Particularly:
L2: Unit TDA 2.7 Maintain and Support Relationships with Children and Young People 
 Unit SHC 21 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings
L3: Unit CYP 3.5 Develop Positive Relationships with Children, Young People and Others Involved in their Care
 Unit SHC 31 Promote Communication in Health, Social Care or Children’s and Young People’s Settings
Young learners often struggle to communicate effectively with babies and children and the fun approach presented through these films helps to break down embarrassing barriers and self-consciousness. Key themes from the films can be extended in class with group activities and discussions, which encourage learners to share examples from their placement experience. For example, how they can extend children’s vocabulary, ask open-ended questions and develop conversations using strategies like recasting and modelling. The four activities (<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/10/Class-activities-for-childrens-speech-and-communication.docx" target="_blank" rel="noopener">attached</a>) could be used alongside the film clips and learners could use this to help them generate evidence and prepare for practical assessment in the real work environment at different levels, for example:
L2: Unit SCH 21 (AC 2.2 and 3.2); Unit TDA 2.7 (AC 1.1 and 1.2)
L3: Unit SHC 31 (AC 2.3 and 3.3); Unit CYP 3.5 (AC 1.2 and 1.3)
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/10/Class-activities-for-childrens-speech-and-communication.docx" target="_blank" rel="noopener">Download the classroom activities for children’s speech and communication here.</a>
Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE
The post <a href="https://freedomtoteach.collins.co.uk/communication-through-the-eyes-of-a-child/">Communication: through the eyes of a child</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Secondary Childcare – Working with Parents and Carers</title>
<link>https://freedomtoteach.collins.co.uk/secondary-childcare-working-with-parents-and-carers/</link>
<dc:creator><![CDATA[Mary]]></dc:creator>
<pubDate>Wed, 05 Sep 2012 15:35:00 +0000</pubDate>
<category><![CDATA[Childcare]]></category>
<category><![CDATA[Secondary]]></category>
<category><![CDATA[Children and Young People's Workforce]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/09/05/secondary-childcare-working-with-parents-and-carers/</guid>
<description><![CDATA[Earlier this year saw the launch of a new online directory, The Good Care Guide. It will enable parents to … <a href="https://freedomtoteach.collins.co.uk/secondary-childcare-working-with-parents-and-carers/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/secondary-childcare-working-with-parents-and-carers/">Secondary Childcare – Working with Parents and Carers</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[Earlier this year saw the launch of a new online directory, The Good Care Guide. It will enable parents to search for, rate and comment on the quality of care provided by all registered childcare settings in England. The creators of the guide, My Family Care, hope it will improve transparency and quality of care, by giving families a say.
This highlights once again the importance of positive relationships with parents and carers, which is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce. Specifically:
L2:Unit MU2.9 Understand Partnership Working in Services for Children and Young People 
Unit SHC 21 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings 
L3:Unit CYP 3.5 Develop Positive Relationships with Children, Young People and Others Involved in their Care 
Unit SHC 31 Promote Communication in Health, Social Care or Children’s and Young People’s Settings
<div></div>
<div>Developing a positive relationship with parents requires a great deal of empathy, which can often be difficult for some young students with limited life experience. It is not easy to understand the challenges facing many parents today and this can lead to judgemental attitudes. Students can be encouraged to gain an appreciation of the difficulties some parents face by exploring their own views about parenting and reflecting on the complexities.</div>
<div></div>
<div>An introductory exercise I have often used is called the Attitude Poll (<a href="http://www.collinseducation.com/Downloads/email/Kimberley/Attitude%20Poll.doc" target="_blank" rel="noopener">attached</a>) and this can be a useful starting point to help your students discuss different ideas and viewpoints about parenting. Divide your students into small groups and give each group 3 or 4 statements to discuss. They should decide whether they agree or disagree with each statement and provide a reason why. Each group is then encouraged to share one statement with the whole class and some of the responses can be recorded.</div>
<div></div>
<div>Your students could then be encouraged to share experiences from their placement or work setting about developing partnerships with parents and carers. Specifically, about how they communicate effectively and provide information for parents and how parental involvement is encouraged in their setting. The worksheet <a href="http://www.collinseducation.com/Downloads/email/Kimberley/worksheet.doc" target="_blank" rel="noopener">attached</a> could provide a useful recording format to capture the students’ ideas and create evidence towards assessment.</div>
<div></div>
<div>I have also successfully used a practical activity with students working in pairs or small groups to create a ‘Parent Notice Board’, giving them instructions to create a display, which provides:</div>
<div></div>
<div>
<div>•up-to-date information about what is happening in the setting (eg. events)</div>
<div>•topical information about childcare policy (eg. healthy eating)</div>
<div>•clarity of information for parents whose first language is not English</div>
<div>•opportunities for parents to comment or provide feedback/suggestions</div>
</div>
<div></div>
<div>Another enjoyable activity I have used is the ‘Parent/Practitioner Interview’ where students work in pairs, one as the ‘parent’ and one as the ‘practitioner’. The ‘parent’ interviews the ‘practitioner’, using the questions <a href="http://www.collinseducation.com/Downloads/email/Kimberley/parent_practitioner%20interview.doc" target="_blank" rel="noopener">attached</a>, and the ‘practitioner’ answers, based on his/her own experience from placement. The responses can then be shared and discussed in relation to developing partnerships with parents and carers.</div>
<div></div>
<div>At different levels, students could use the evidence generated here to support their assessment for:</div>
<div></div>
<div>
<div>L2: Unit SCH 21 (AC 3.1 and 3.2); Unit MU 2.9 (AC 3.1 3.2 and 3.3)</div>
<div>L3: Unit SHC 31 (AC 3.2 and 3.3); Unit CYP 3.5 (AC 2.1 and 2.2)</div>
<div></div>
<div>Janet Stearns, 
Lecturer in Early Childhood Studies, former Lead Examiner for CACHE</div>
</div>
The post <a href="https://freedomtoteach.collins.co.uk/secondary-childcare-working-with-parents-and-carers/">Secondary Childcare – Working with Parents and Carers</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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