Welcome So you want to work in childcare? This introductory course will help you to understand more about working in childcare. It will help you to progress to other introductory childcare courses, e.g. Getting Started in Pre-School Practice or NVQ Level 2 Childcare. There are 6 sessions or topics. This course may be completed in 6 classroom sessions or it may take longer. What will you learn? What skills and qualities you have now. What skills and qualities you will need to work in childcare. Different types of childcare. What helps us learn and what makes learning difficult. How children develop. The Early Years Curriculum. What children learn at nursery school and how they learn. What we can do to help every child learn, be happy and develop well. How will you learn? You will complete different tasks and activities which will help to develop your language skills and understanding of words used in childcare. We will ask you to email your tutor to let them know how you are doing. When you have finished the whole course we will ask you to consider what you have learnt. This will help us to choose the next course for you. We hope you will enjoy this introductory Childcare course. ESOL childcare website All the activities in this workbook can also be accessed online at Look at the image of the webpage below and read the explanations, 1 to 8, then answer the questions on the next page. google translate the webpage into a different language text + / - make the writing on the webpage larger or smaller
Rattles Small blocks Teething Rings Bright pictures Bath toys Mobiles Pram toys Baby rockers Squeezy toys Toys with holes for easy gripping Stacking Cubes and beakers Wooden spoons Pots and pans Soft dolls Soft cloth/vinyl books Musical toys Stuffed toys Baby gyms Interlocking plastic rings Cuddly toys Crayons Wooden Bath toys Boxes, tins and cartons Toys to push and pull Posting box Small world, duplo Toys to ride on Balls Dressing up toys 2-3 years 3-4 years 4-5 years Picture books Dressing up clothes Dolls Water and things to pour, tip and fill Sand sieves, spades Paints Dough and clay Balls Simple puzzles Construction toys Different sizes and shapes of paper/scissors Jigsaws Matching games Farm sets, garage, train sets Toys that fit together Books Home/role play toys Space hoppers Computer toys Woodwork tools Garden tools Puppets, Painting and drawing Junk modelling materials More complex table top games Mark making Musical instruments Bats and balls toy description name age A toy that a child can shake and it makes a noise. A toy that babies can ‘bite’ on when they are teething. Often they can be cooled in the fridge. A toy that a child can hold and squeeze. Toys that a can place one on top of another Thick pencils without the wood. Good and safe for little hands. Chunky plastic toys that can be joined together.
The EYFS is all about learning through play. Look at the grid below. Can you think of fun activities and experiences for each of the areas of learning? Two have been included already. Can you add more? Areas of Learning Main areas for planning play Activity/Experience 1 PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT Sharing and co-operative behaviour Self confidence and self esteem Making friends and developing relationships Self care 1. Taking turns to share toys 2.Helping to tidy up 3. 4. 5. 2 COMMUNICATION LANGUAGE & LITERACY Speaking and listening Reading Writing Linking sounds and letters 1. Listening to stories 2. Singing songs 3. 4. 5. 3 PROBLEM SOLVING REASONING & NUMERACY Counting Matching Ordering Sorting Making & recognising patterns Adding & subtracting Shape space and measures 1.Sharing ‘Pizza’ in the Home corner 2.Building a train track 3. 4. 5. 4 KNOWLEDGE & UNDERSTANDING OF THE WORLD Designing and making things Providing opportunities for early technology including IT The concept of past and present Exploring the world in which they live 1. Looking for mini-beasts in the outdoor play area. 2.Planting seeds 3. 4. 5. 5 PHYSICAL DEVELOPMENT Opportunities to exercise and develop stamina Health and bodily awareness To move safely and develop control Use equipment and materials 1.Riding tricycles 2. Threading beads 3. 4. 5. 6 CREATIVE DEVELOPMENT Music, movement drama and dance Painting & drawing Modelling Sewing , weaving and using fabrics Imaginative play 1.Junk Modelling 2.Pretending to be a 3. 4. 5.
Activity 5: development grid - Can you ‘drag and drop’ the statements into the correct box? 0-1 year 1-3 years 3-5 years 5-11 years 11-16 Physical Able to run and climb, walk up and down stairs using alternative feet. Can turn pages in a book and shows an interest in mark making. Children continue to grow in height and become more skilled in quicker, confident and more accurate hand movements. This period marks the start of physical changes for young people as their bodies prepare for adulthood. Intellectual They are starting to enjoy pretend play with small world activities and the home corner. Are keen to play repetitively. There is an awareness of the consequences of their behaviour and increased thoughtfulness. Some problem solving and co-operation. Many have developed skills that are equal to those of adults and they are starting to think about their future. Language/ Communication Babbling becomes more tuneful and inventive and first words are beginning to appear Children are fairly fluent in their speech and are easily understood. Though still the odd pronunciation error. Stories and writing that imagination as well as being legible and reasonably grammatical. Emotional Babies are able to recognise the smell of their mother and are quickly soothed when they hear her voice. Children are fairly fluent in their speech and are easily understood. Though still the odd pronunciation error. Children want to explore their own identity; this may cause clashes with parents as young people try to develop their own personality and space
Social Starting to play more with other children of their own age, although some of their time will be spent playing alongside others. Friends are important to children of this age. Many children will start to have established friendships and preferences. Enjoyment when with friends, which is likely to be more important than family. Prefer to be part of a group.
Glossary for Session 5 some difficult words from today’s session word definition example Practicable Able to be done. She had to tell her mother about the trip and did as soon as she practicably could. Welfare The health, happiness, and fortunes of a person or The teacher was very concerned the children’s welfare. Significant Important, paying attention to. The fact he had not brought a coat to school was significant because they thought there might be problems at home. Minimise To reduce something. They looked at the room and made some changes to minimise any risks to the children and staff. Look in more detail. To look at something very closely so they could see every part. They looked at all parts of the trip in detail to identify any risks. Paramount More important than anything else. The children’s safety is paramount. Mishap An unlucky accident. The trip passed without any mishaps. State of affairs A situation or set of circumstances. When they did a check of the school they found a poor state of affairs, the floors and furniture were in bad condition. Assertive To be confident or forceful. To do a leaders job you have to be assertive. Intended Planned. She had intended to tidy the toy cupboard today. Overseen Supervised. The carers in the nursery are supervised; some are overseen by the manager. Muddled up In the order. The files were in the wrong order on the shelf; they were all muddled up. Safeguarding. To keep something safe, free from harm. It is all adults’ responsibility to safeguard the children. Complies To act as instructed. To comply with something. The manager makes sure that they comply with all the safety rules. In a manner To do something in a certain way. Children’s behaviour is managed in a manner that is appropriate to stage of development. Outdoor spaces An area of land that is not built on. The field next to the school makes a good outdoor space for the children to play.
Fire exit blocked Medicine cabinet open Window broken Chair standing in front of broken window Hot kettle with trailing plug Hot at the edge of the table Dirty tea towel Bricks left on the floor Young child climbing up a slide unattended Mop and bucket for cleaning left out next to hand wash area No paper towels just a hand towel hanging up Spills on the floor Boxes stacked up Child looking in the playgroup cupboard Child standing close to the edge of the stage Paint cupboard unlocked Chairs stacked up Heater without guard near a staircase Store cupboards with the keys in Exit left open playing on the floor in front of the door Rug in front of the door Toys left scattered on the floor Child climbing on the trampoline without help Knives left on the play dough table Glue dripping onto the floor Small child reaching for scissors on table child not able to reach the painting easel and without an apron Books left on the floor Football obstructing the slide Slide and trampoline without safety mats and badly positioned Adult smoking and wearing high heels Child with shoelaces unfastened Inadequate staffing, there is only one adult This activity showed a particularly bad example of an year’s setting. There were so many things wrong with it that it would most certainly have been closed down by Ofsted. The safety of the child is of paramount importance. This is a phrase that you will hear over and over again. However, you need to be careful that you don’t ‘over protect’ the children as they need to be able to take risks and stretch their skills in order to develop.
Activity 7: risk and safety When children play will always be an element of danger. It is important that children take some risks so that they can learn and develop. Write the missing words. risks confidence safely opportunity activities adventurous balance careful judgements acceptable Why should children take some risks? Across 1. Carers must monitor children’s safety but allow them to be creative and __________________ 6. A child who is not allowed to try new challenges will not learn about what is dangerous and what is __________________ 7. Children can develop __________________and self-belief through tackling new challenges. 8. Carers must be __________________not to over-protect children. 9. So children learn how to play __________________ 10. The best way for children to learn about safety is to allow them to take __________________ Down 2. Children need the __________________to take risks which are still safe. 3. So that children can learn new skills by trying new __________________ 4. Riding a two-wheel bike is dangerous but a child needs to learn how to __________________ 5. A child who is not allowed to try new challenges will not learn how to make safety __________________ It is the responsibility of the years setting to ensure that there is a qualified First Aider available for every session. It is the responsibility of the staff to know who that person is. All accidents must be recorded in the accident book, it should say: the name when and where it happened description of the accident description of the injury who saw it what treatment was given It should then be signed by the parent or carer. Activity 8: safety and safety signs Read the two pages on safety marks and safety signs then answer the questions. Safety Marks
Games for children who can follow a game with rules and turn taking etc. 23 complex board games 24 4-5 Activity 9 answers Session 3 Session 3, activity 2 answers 1 – Fats/oils and or sugar. These foods are a concentrated source of energy but research has shown that too many saturated fats (animal fats) may result in heart disease in later life. They are often found in processed foods. So eat a small amount from this group and choose foods that contain unsaturated fats. A little bit of these foods every day: meat pies sausages cakes & biscuits butter Group 2 – High Protein Foods foods along with dairy foods provide the main source of protein in the diet which is essential for growth and repair in the body. Less than a (two portions) of these every day: meat & fish eggs tofu nuts & seeds Group 3 – Milk & Dairy products These foods contain protein, vitamin A & B (for the healthy working of the nervous system) and are rich sources of calcium. One pint a day will ensure a child gets enough calcium to form healthy bones and teeth and if milk is not taken then more of the other foods from this group must be taken instead. Almost a sixth (three portions) of these every day: milk yoghurt cheese fromage frais
Session 4, Activity 5 answers (cut out and give to students to students. Ideally laminate or use website.) 0-1 year 1-3 years 3-5 years 5-11 years 11-16 years Physical Crawling, rolling or shuffling, possibly even walking; is able to pick up small objects and can point. Able to run and climb, walk up and down stairs using alternative feet. Can turn pages in a book and shows an interest in mark making. Enjoys riding on tricycles, climbing and simple ball Skilful use of hands to do threading, pouring and using scissors. Children continue to grow in height and become more skilled in quicker, confident and more accurate hand movements. This period the start of physical changes for young people as their bodies prepare for adulthood. Intellectual Babies learn about their environment from their senses and will explore objects using their hands and mouth They are starting to enjoy pretend play with small world activities and the home corner. Are keen to play repetitively. They are keen to help and copy adults. They are starting to become independent and can organise their play if given the opportunity. is an awareness of the consequences of their behaviour and increased thoughtfulness. Some problem solving and co-operation. Many have developed skills that are to those of adults and they are starting to think about their future. Language/ Communication Babbling becomes more tuneful and inventive and first words are beginning to appear They enjoy nursery rhymes and songs and their language continues to develop from two word compounds. Children are fairly fluent in their speech and are easily understood. Though still the odd pronunciation error. In these years reading and writing becomes much easier, although there will be variations in speed and competence. Stories and writing that shows imagination as well as being legible and reasonably grammatical. Emotional Babies are able to recognise the smell of their mother and are quickly soothed when they hear her voice. They like to do things for themselves and get frustrated and angry and have frequent temper tantrums. Children feel easier at being separated from their carer. Sharing of toys becomes easier. Life in the classroom and playground is a major influence on these children, this can affect their confidence. Children want to explore own identity; this may cause clashes with parents as young people try to develop their own personality and space
Social Starting to learn that making eye contact, smiling and laughing can keep their carer’s attention. Starting to play more with children of their own age, although some of their time will be spent playing alongside others. Enjoys being with other children, seeking out particular playmates. Responding well to adult praise and recognition. Friends are important to children of this age. Many children will start to have established friendships and preferences. Enjoyment when with their friends, which is likely to be more important than family. Prefer to be part of a group.