Activity 2: There are lots of different types of childcare settings available. Can you fill in the gaps and work out what they are? description childcare type are professional day carers who look after children in their own homes. ch offer care to children in their local community, either as a morning or afternoon session or as extended sessions including lunch. They are often run by voluntary management committees. They care for children aged from three to five years [some groups may accept younger children] and are usually open during term time. pre- These provide full or part time education and care for the length of the adult working day i.e. 8am to 6pm. Many accept children from their second birthday but some are also registered to care for babies. nu These provide support to families with children under the age of 8 years (who may be undergoing a period of crisis) through helping to develop parenting abilities and coping skills. Children and adults attend family centres together. c__ __ __ __ __ __n’s centres and These provide occasional care for children under the age of 8. They care for children for short while whilst parents may be engaged in other activities like shopping or sport. c These are employed by parents to care for their children at home. na are usually between 17 and 27 years of age who come to the UK to study English. They live with the family and provide childcare and light housework. a These cater for children before and after school and are usually on the school premises. b These offer care for children during the school holidays usually from 9am to 5:30pm or 6pm each weekday. Most settings accept children from 4-11 years and offer care for the Half Term weeks, Easter and the Summer Holidays. h
15 Ability to display work Activity 5: Vocabulary Look at these definitions and examples. Write the missing words in the boxes. definition example About your body rather than your mind. The child's ____________________________needs are to drink water and eat food. About your mind rather than your body. The child gets very ________________________ when her mother leaves. The ability to understand, learn and think. The boy's ____________________________ development was advanced for his age. To stick formally to something. They all had to ______________________________ to the of the organisation. To obey and or request. He had to ____________________________ with his mother's wishes. Secret, not to be shown or talked about to other people. The information on the child's health was _________________________________. To work closely with a person or etc and give he/her/them regular information about what you are doing. The teacher had to __________________________ with the parents about the child's progress.
selection below is intended as a guide. Remember that all children are unique and some will progress much quicker than others. Look at the toys and ages on this page then try the activity on the next page. 1 -6 months 6-12 months 1–2 years 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 books Musical toys Stuffed toys Baby gyms Interlocking plastic rings Cuddly toys Crayons Wooden train 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 top games Mark making Musical instruments Bats and 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.
Activity 8: six areas of learning & development The EYFS identifies six areas of learning and development. Think about each area and then complete the activities on the next page. The EYFS is all 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. 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 to share toys 2.Helping to tidy up 2 COMMUNICATION LANGUAGE & LITERACY Speaking and listening Reading Writing Linking sounds and letters 1. Listening to stories 2. Singing songs 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 track 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 in which they live 1. Looking for mini-beasts in the outdoor play area. 2.Planting seeds 5 PHYSICAL DEVELOPMENT Opportunities to exercise and develop stamina Health and bodily awareness 1.Riding tricycles 2. Threading beads
Glossary for Session 2 word definition example balanced and consistent Balanced- using many skills equally Consistent - always the same Her work was good, always balanced and consistent. solitary Alone, without others He played on his own, away from the other children in the room, this is solitary play. imaginative To use your mind to think of new ideas. The children had good and their paintings were very imaginative. pretending To make somebody believe something that is not real. They dresses as builders and pretended to build a house. complicated Difficult to understand because there are lots of different parts. The model car had lots of parts and was complicated. stimulated When something or somebody a person think or move, this is stimulation. The trip to the zoo had stimulated lots of ideas in class. enhance To do something that will make a or situation more attractive or a better quality. The teacher enhanced the story by using models of the characters in the book. substitute A person or that you would put in place of another. They had run out of orange so they substituted it with apple juice. unique Unlike any other. Children are all different, they are unique. milestones A way to measure how far you have gone- or how you have developed. The baby had just sat up. She had reached an important milestone. manipulative Handle cleverly or skilfully. The play dough was difficult to handle so you have to be manipulative to create the shapes you need. reasoning carefully to work out a problem or difficult situation. His reasoning was very good because he worked out how to use a box to stand on when he wanted some sweets from the high shelf. complex Difficult to understand because it has different parts. The game has lots of rules and is too complex for younger children. EYFS Early Years Foundation Stage The Years Foundation Stage sets out the legal requirements for the care of young children (from Birth to Five) in relation to Learning, Development and Welfare.
Activity 5: child development grid - Can you ‘drag and drop’ the statements into the correct box? 0-1 year 1-3 years 3-5 5-11 years 11-16 years Physical Able to run and 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 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. Children are fairly fluent in 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 their friends, which is likely to be more important than family. Prefer to be part of a group.
For the online activities for this session please go to Activity 1: vocabulary Look at these definitions and examples. Write the missing words in the boxes. definition example Give authority for someone to do something. The child had __________________ from his teacher to go to the toilet. Something that go wrong and cause harm. The floor was wet, it was a real ________________ because the children might fall. Misfortune, mishap, event causing injury. If you don’t tidy up in the playroom you might have an __________________. State of affairs, circumstances or conditions. The carer didn’t know what the __________________ was at home. Positive, certain about something, assertive. Some children are very __________________ their reading. A document with a written set of rules that employees must follow. If you are not sure about what to do you can read the __________________ the employer has written. A way of doing things that is intended to achieve a certain result. You must always follow __________________ when you work with the children. Something that could be very dangerous and will cause harm. If you don’t look when you are crossing the road there is a _______________ you will be hit by a car. Directed, overseen, organised or controlled. It is important that the children are __________________ when they play in the garden.
Fire exit blocked Medicine cabinet open Window broken Chair standing in front of broken window Hot kettle with trailing plug Hot drink at the edge of the table Dirty tea towel Bricks left on the floor 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 standing close to the edge of the stage Paint cupboard unlocked Chairs stacked up Heater without 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 Child climbing on the trampoline without help Knives left on the play table Glue dripping onto the floor child reaching for scissors on table Small child not able to reach the painting easel and without an apron Books left on the floor Football obstructing the Slide and trampoline without safety mats and badly positioned Adult smoking and wearing high heels with shoelaces unfastened Inadequate staffing, there is only one adult This activity showed a particularly bad example of an early 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 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
Tailored to meet their needs… Made especially to meet particular needs. The were tailored to meet the children’s particular needs. Tackling To make a determined effort to do something. To tackle something. The game was difficult for the children but they seemed determined to tackle it. Calm Not showing or feeling nervousness, anger, or other strong emotions: When the children were upset the teacher stayed very calm and dealt with the situation. TLC An expression when things need special attention: tender loving care. TLC Because the child felt unwell they gave her plenty TLC. Cold compress Compress- flatten by pressure; squeeze or Cold compress is to compress, usually a wound, with a cold piece of cloth. To help stop the bleeding they used a cold compress. Unequal pupils Unequal- not the same size. Pupils - the dark circular opening in the centre of the iris of the eye When they checked him the accident they checked to see if his pupils were unequal. ABC An aid to remember the order to check somebody who is unconscious. Airways, Breathing and Circulation. When they found the unconscious child they followed their first aid training and checked her airways, breathing and circulation. ABC Fluffy Fluff- soft fibres from fabrics such as wool or cotton Fluffy, something that is soft and has They cleaned the wound with material that was not fluffy. embedded When something is inside another thing. When he fell in the ground he got a of glass in his hand; it was embedded in his hand. Symbol A mark that is used to represent something. When you buy toys you must check they have ‘The Kite Mark’ which is the symbol to show they meet British Standards. Strict code of practice. A code of practice is an agreement to meet certain standard. Strict - demanding that rules concerning behaviour are obeyed and observed: The staff knows what the agreed practice is and knows the organisation follow a strict code of practice. Ethics Moral principles (attitudes) that influence a person's or organisation’s behaviour. He followed all the rules and principles, he had good ethics. Mandatory Something that has to be done. If you want to work with children it is mandatory that you have a CRB
Tampering When you interfere (with something) in order to cause damage or make unauthorized alterations: The teacher had tampered with things in the room until nothing worked correctly. Messing about Behave in a silly or playful way. It was very noisy when they children were messing about. Inadequate Not having the quality or quantity required. There was not enough space in the room so it was inadequate for the class. Drunk Having drank so much alcohol that you cannot behave as you usually do. The man was so he couldn’t walk in a straight line. Session 6 (not done) Outcomes for Session 6: End of Class - please tick the outcomes you think have been met for today’s session. Evaluation: strongly agree undecided disagree strongly agree disagree I am happy with my contribution: The activities were appropriate: The materials were too difficult: I have learned something new: The was supportive:
Activity ????: Choose ten words from today, or use those below, and practise spelling them. Look at the glossary on the next page as well. Use LOOK SAY COVER WRITE CHECK word syllables 1st try 2nd try 3rd try 4th try 1 1 2 3 4 2 3 4 5 6 7 8 9 10
A toy that a child can hold and squeeze. 5 squeezy toys 6 1-6 Toys that a can place one on top of another 7 stacking toys 8 6-12 Thick pencils without the wood. Good and safe for little hands. 9 crayons 10 1-2 Chunky plastic toys that can be joined together. 11 interlocking plastic toys 12 6-12 Large plastic building blocks. 13 Duplo 14 1-2 A sieve that a child plays with in the sand. 15 sand sieve 16 2-3 Soft material that can be made into different shapes. 17 play dough or clay 18 2-3 A strong plastic ball with handles that a child can bounce on. 19 space hopper 21 3-4 Materials that a can find around the house or garden to make into models. 21 junk modelling materials 22 4-5
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 Group 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 foods every day: meat pies sausages cakes & biscuits butter 2 – High Protein Foods These 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 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 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 games. 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 marks 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 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 They enjoy nursery rhymes and songs and their language continues to develop from two word compounds. Children are fairly fluent in 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 their 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 other children of their own age, although some of their time will be spent playing alongside others. Enjoys 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.