An introduction to the role of the early years practitioner

1. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 1

2. Aims and Objectives for
session
Outline the meaning of the word skills
Outline the meaning of the word
knowledge
Outline the meaning of the word
attributes
Identify what skills, qualities,
knowledge and attributes are needed
for job roles.
Identifying settings which provide
Early Years Education and Care

3. Starter Activity - research
Research what the following words mean
Skills
Knowledge
Attributes
Skills - the ability, of someone's knowledge,
and practice. Ability to do something well.
Knowledge - the facts, feelings or experiences
known by a person or group of people.
Attributes - The personal qualities that
contribute to the role of the Early Years
practitioner

4. Skills needed for jobs
What are the skills, qualities, knowledge
and attributes needed for:-
A nursery nurse
Early Years teacher
Child-minder
Nannies

5. A4 Poster
Create a poster identifying skills,
qualities, knowledge and attributes
needed for the job role you are wanted
to progress into.
You can go around the room to find
someone who wants to progress into
the same role as you, and work
together.
Lets great creative, think outside the

6. Self Study – 1.2
You need to make a word cloud,
identifying as many settings which
provide Early Years Education and Care
http://www.abcya.com/word_clouds.htm
Consider statutory, private and
voluntary settings.

7. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 2

8. Aims and Objectives for
session
Explain thoughts and feelings
of when children can be left
alone
Identify their own individual
career aspirations
Outline basic skills and
information about chosen
employment pathway

9. Starter Activity -
Would you leave a four year
old at home alone?
http://www.itv.com/goodmorningbritain/get-involved/lack-of-childcare-in-the-summer-holidays

10. Employment Research
Identify your career aspirations,
highlighting what employment pathway
you are aspiring to? Group up into
employment pathways.
Nursery Nurse Childminder Teacher
Teaching
Assistant
Pre School Play Therapist
Social Services Play Group Foster Carer
Health Visitor Speech and
Language
Therapist
Midwife

11. Employment Research
1. What qualifications are needed for this role?
2. What is the average wages received in this role?
3. What are common working hours in the job?
4. What are the main roles and responsibilities for
this job?
5. Research an appropriate job in your local area and
match your skills, making a development plan to
meet requirements needed.

12. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 3

13. Aims and Objectives for
session
Identify important
information in L2 course
handbook
Outline hour’s sheets in
placement and their
importance.
Outline importance to
follow placement rules

14. Starter Activity -
Read through your L2 Course Hand
Book, regarding placement information.
Highlight and annotate

15. Course Hand Book L2
You will be going out on placement
It is important you are a good role
model.
Valuable chance for you to put the
theory into practice.
You must be professional at all times
Your expectations will be discussed
If you are unable to attend your
placement you must notify the setting
and college by 9.00am.

16. Hours Sheets
As part of your course and to gain
your qualification you are required to
complete hours sheets.
Getting weekly hours sheets are your
responsibility.
No signatures from a supervisor
will mean no hours.
Your lunch is not able to be added
onto your placement hours.

17. Placement Information
Dress
Adhered to Health appropriately
and Safety
Appropriate
language
Hollow
policies and
procedures

18. Placement question and
answer

19. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 4

20. Aims and Objectives for
session
Identify information
needed on a CV
Outline the
employment hubs
role within the
college

21. Starter Activity – Discuss on
tables
What information needs to go
onto a CV, discuss and make
a list on your table?

22. Introducing the employment
hub
• CV Writing
• Letter Writing
• Job Search
Tips
• Application
Forms
• Interview
Techniques

23. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 5

24. Aims and Objectives for
session
Outline Principles of
Childcare
Outline professional
discussion expectation
Outline observation
expectations

25. Starter Activity - Principles of
Childcare
https://www.youtube.com/watch?v=KdLdXzG2
Xh0
What knowledge did you gain from the clip?

26. Placement 1 – Professional
Discussion
2.1 2.1. Identify reasons why people communicate.
2.2. Explain how communication affects all aspects of own
practice.
3 4.2. Describe how health and safety risk assessments are
monitored and reviewed
6 4.1. Describe how an enabling play environment meets the
age, stage and needs of children.
8 3.1. Explain what is meant by ‘a language rich environment’.
OP 1 5.1. Identify the individual needs of children in own setting.

27. Placement 1 – Observation
1.3 4.1. Use hygienic practice in relation to:
• using correct personal protective equipment.
6 3.2. Plan an activity which supports children’s socialisation.
3.3. Carry out an activity which supports children’s
socialisation.
7 4.2. Implement activities which support children’s:
• physical play
12 2.3. Model positive behaviour.
2.4. Use positive reinforcement with children.
OP 2 2.2. Implement creative play activities with children which
support:
• music, dance and movement.

28. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 6

29. Aims and Objectives for
session
Identify asks completed at
placement, which ensures a
safe and stimulating setting
Outline good practice in
settings
Identify important information
relating to The Children’s Act
1989

30. Starter Activity – 1.5 Paired
discussion
Discuss with your neighbour, everyday
routine tasks completed at placement,
that ensure a safe and stimulating
setting?
Share your findings of good practice
from your neighbours setting

31. The Children Act 1989
Government response to ensure that UK legislation
reflected UNCRC articles
Key Aims:
Local authorities have a duty to ‘safeguard and promote
the welfare of children within their area who are in
need’.
Duty of care placed on the Local Authority to investigate
if ‘significant harm’ to a child is suspected
Children are entitled to protection from abuse and
neglect in every situation
Provide guidance for the regulation of services for
children and families (Inspection process)
The welfare of the child is paramount on all occasions

32. Children Act 1989 Sec.
17/10)
Child in Need
A child is defined as being a child in need if
they meet any of the below criteria:
They are unlikely to achieve or maintain, or
have the opportunity of achieving, or
maintaining, a reasonable standard of
health or development without the provision
for them of services by a Local Authority.
Their health or development is likely to be
significantly impaired or further impaired,
without the provision of such services
They are disabled.

33. Duties of the local authority -
‘children in need’
Every local authority must protect
and promote the welfare of children
in need in its area. To do this it must
work with the family to provide
support services that will enable
children to be brought up within their
own families.
The local authority must keep a
register of children with disabilities in
its area but does not have to keep a
register of all children in need

34. Children Act 1989
Defined ‘The Looked After
Child’
Reasons why this may occur:
Section 20
Where parents have asked for our help,
because for some reason their child can no
longer stay at home, we will find suitable
accommodation for the child. Parental
responsibility remains with the
parent/guardian.
Section 31
If the child is in danger of being harmed, a
care order will be made by a court.
and other reasons identified in the Children
Act.

35. Duty of the LA and The Looked
After Child
Local Authorities:
Have a duty to ensure the health and safety
of looked after children, who often come from
families who have experienced extreme
hardship and upheaval, whilst working as
closely as possible with the birth parents.
And their Children's services work to make
sure the educational needs of each child are
met. – The disruption to home life often
means that looked after children do not
achieve their academic potential.

36. The term 'looked after' refers to children who
are under 18 and have been provided with care
and accommodation by children's services.
Often this will be with foster carers, but some
looked after children might stay in a children's
home or boarding school, or with another adult
known to the parents and children's services.
The aim is to ensure the health and safety of
looked after children, who often come from
families who have experienced extreme
hardship and upheaval, whilst working as
closely as possible with the birth parents.
Any disruption to home life often means that
looked after children do not achieve their
academic potential. Children's services also
works to make sure the educational needs of
each child are met.

37. Legislation Overview
The Children Act 2004 and the
Every Child Matters Programme
Following the death of Victoria
Climbie an independent inquiry
criticised the child protection of
children in the UK.
This resulted in the Government
green paper Every Child Matters
The Children Act of 2004 provided
the Legal framework for the
programme

38. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 7

39. Aims and Objectives for
session
Outline EYFS documentation
Identify important information
relating to The EYFS
Identify important information
relating to The Children’s Act
2004 and ECM
Explain with the 5 ECM
elements

40. Starter Activity –
What is the EYFS,
give an overview
from Unit 10

41. EYFS Information
The Early Years Foundation Stage is
simply a framework which aims to
ensure that all children attending early
years settings, are kept safe and helped
to thrive.
The EYFS has been developed directly
from Every Child Matters.
It has the force of law given to it by the
passing of the Childcare Act 2006.

42. Key EYFS documents
The legal requirements and statutory guidance are
contained in the booklet called Statutory Framework for
the Early Years Foundation Stage.
The Practice Guidance for the Early Years Foundation
Stage (Development Matters) provides just 16 pages of
advice and information for meeting the requirements of
the EYFS. The rest of the booklet contains information
about learning and development and what practitioners
should look out for, say and do and how to plan and
resource activities.
Development matters is in place to support and follow to
needed outcomes in Statutory Framework
At the end of year R, teachers assess the leaning goals
under each area

43. Task – Unit 6 recap
You created a help sheet for
new members of staff giving
important information about
the EYFS.
Add any additional
information you have learnt

44. The Children Act 2004
This Act embeds as law the Every Child Matters
Programme
Every service working with children must follow this Law
and programme
The ECM programme aims to ensure that every child in
England has the support they need to achieve the
outcomes:
be Safe
stay Healthy
Enjoy and achieve,
achieve Economic well being
make a Positive contribution to society

45. The Children Act 2004
Other aspects of this act include:
A duty on the Local Authority to promote
co-operation between agencies in order
to improve the ECM five outcomes
Local Authority to set up Local
Safeguarding Children Boards
Common Assessment Framework
introduced

46. ECM Flower
From the information you have gained,
create a flower with the 5 ECM
elements

47. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 8

48. Aims and Objectives for
session
Identify current
legislation and codes
of practice
Justify information
needed for applying for
a job role

49. Starter Activity - Recap
Recap current
legislation and codes of
practice in settings.

50. Task 3 (assessment criteria 1.3,
1.4, 3.1, 3.2, 3.3 and 3.4)
Read through the email received from
the nursery manager
You will need
to submit
your
assessment
task via
email

51. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 9

52. Aims and Objectives for
session
Outline own skills
Identify own skills,
qualities and
achievements.
Explain suggested areas
for improvement

53. Starter Activity -
On your skills map, circle skills you
already have.
Ensure
you give
example
s to back
your
answers.

54. Individual Task – Unit 9 2.2 and
2.3
Make a tree showing your own skills,
qualities and achievements. Suggest
areas for improvement, using your findings
from your skills map.
We will use this
in your next 1-2-1
and throughout the
course.
Lets get creative

55. Home study task covering
Unit 9 – 2.2, 2.3, 2.4, 2.5, 2.6
and 2.7
This will be a working document,
added to through your course.

56. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 10

57. Aims and Objectives for
session
Outline a step by step guide on how to make
a cup of tea
Identify why communication can be
misinterpreted if not given to someone clearly
Explain why it is important to be clear at all
times when giving children instructions
Identify the importance of a child centred
approach
Justify how clear goals and instructions are
given when in placement
Identify how to ensure a child centred
approach when planning activities

58. Starter
Please pair up with someone in the
group
You need to write down a step by step
guide on how to make a cup of tea the
way you like it

59. Starter
Once you have written you step by step
guide, please pass it to your colleague.
You will need to make them a cup of tea
following their instructions exactly.

60. Reflection
What did you
learn?
Why is this important to give clear goals
and instructions when in placement and

61. Importance of a child centred
approach
Because the
Children Act says
the best interests
of the child should
be paramount

62. Placement Reflection
Do you give clear goals and
instructions when in placement and
working with children?
How do you ensure you have a child
centred approach when planning
activities?

63. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 11

64. Aims and Objectives for
session
Identify as ways we communicate to others
Outline the difference in percentage of verbal
and nonverbal communication used
Identify a range of verbal communication
used
Identify a range of nonverbal communication
used
Outline expressions used for feelings
Outline how adults can communicate with
children.
Identify the importance of adults listening to
children
Identify a communication game that could be

65. Starter Activity – Write answers
on classroom white board
How many ways
can we
communicate?

66. Communication

67. Verbal
Communication
Verbal communication is usually a means of
speaking and listening
It concerns words or substitutes for words
and refers to an individual’s first language,
this may be a spoken language English,
French etc
A signed language e.g. British sign
language or Makaton
Tone, volume and pitch of voice
Accent
Turn taking

68. Non-Verbal
Communication
Eye
contact Proximit
Non-verbal
Communica
tion
y
Touch
Signs
and
symbols
Facial
expressio
Appearanc Posture
e
Hand
movement
Head
movemen
t
n

69. Showing Emotions
Use the laminated blank faces, that
show the following emotions:
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy

70. Why is it important
for adults to
communicate with
children?
Discuss answers as a
table and create a list to
feedback

71. How adults communicate
with children.
Talking – in words the child will understand
Volume, tone, and pitch – appropriate to age
group
Turn taking - letting the child finish what
they have to say
Questioning Skills – asking questions to
encourage the child to explain (open ended)
Proximity – closeness to child, being aware
of personal space
Position – ensure you come down to the
child’s level

72. Listening to a child
Actively listen – by looking at the child
and showing an interest in what they
are saying.
Questioning to clarify that you are
understanding what the child is
saying.
Give child full attention so that you are
listening and understanding what they
are trying to tell you.
Do NOT make assumptions

73. ‘Simon Says’
1. Stand in a circle
2. The tutor will choose someone to be the
leader, aka Simon
3. “Simon” then gives the orders, the funnier the
better. The order must be obeyed only when
the order begins with “Simon says”.
- For instance, "Simon says: 'Thumbs up!'"
which, of course, all obey; then comes:
"Thumbs down!" which should not be
obeyed, because the order did not begin
with “Simon says”.
4. When someone follows an order that does not
begin with “Simon says”, they are out of the

74. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 12

75. Aims and Objectives for
session
Explain the difference
between a working
relationship and a personal
relationship
Outline employment structure
of placement
Identify own relationships
within placements

76. Starter Activity -
Create a table highlighting the difference
between a working relationship and a
personal relationship.
Working
relationship
Personal
relationship
Maintain confidentiality Socialise in the evenings

77. Case Studies
Discuss the case
studies on your
tables, share
answers with the
group.

78. Line for reporting
Create a flow chart for your placements
highlighting the below points
First aider
Room leaders
Manager
SENCO
Students

79. Reflection - Relationships
1. Why do Early Years practitioners need to
establish professional relationships with
parents and carers?
2. Why can partnership working benefit
children and their families?
3. Identify different working relationships within
an Early Years setting?
4. What partnership working relationship do
settings have with external agencies?

80. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 13

81. Aims and Objectives for
session
Outline the importance of reading
all information
Identify what adhering to the
agreed scope of the job role
means
Analyse Early Years job
descriptions
Evaluate how skills and qualities
match Early Years job
descriptions

82. Follow Instructions?
Please read all of the instructions before doing anything, you are allowed
10 minutes to complete this task.
1. Find a pen and paper.
2. Write your name at the top of the paper.
3. Write the numbers 1 to 5, one per line.
4. Draw five small circles beside #1.
5. Put an "X" in the second and fourth circles next to #1.
6. On the back of the paper multiply 7 x 9.
7. Say your name out loud.
8. Count the number of words in this sentence and write the answer
beside #2 on your paper.
9. Punch 3 small holes anywhere in the paper.
10.Write today's date beside #5 on your paper.
11. Circle every letter 'E' you have written.
12.Stand up and say 'I HAVE FINISHED' out loud, then sit down.
13.Now that you read all of the instructions, skip all of them except the
first two!

83. Did you follow the
instructions?
If you have followed the instructions
correctly, you should only have your
name on the paper!

84. Job Descriptions
What does adhering
to the agreed scope
of the job role
mean?

85. Job Descriptions
Each job/position is a small part of a
larger operation.
The division of work is typically broken
into specific tasks with deadlines.
Follow policies and procedures of the
setting
However, if you have ideas or
suggestions that would make your job
more efficient or save money etc., tell
your boss or put it in a suggestion box or
any method your place of work uses for
"new ideas.“

86. Early Years Job Descriptions
Look at the job description
and describe things that are
your duty and responsibility
Do your skills and qualities
match the job description’s?

87. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 14

88. Aims and Objectives for
session

89. Starter Activity -
Note down what went wrong…..
https://www.youtube.com/watch?v=_ZpDnXYI
Fjo

90. Identify Conflict
What conflicts have you
experienced within your
setting?
How did you
deal with the
conflict?

91. Case Studies
Discuss the case
studies on your
tables, share
answers with the
group.

92. Dealing with conflict –
Individual Task
https://www.youtube.com/watch?v=NLBY4PS
FAI0
Make a advice card to
identify skills and
approaches needed for
resolving conflict
You need to use this advice

93. An Introduction to the
Role of the Early Years
Practitioner
Unit 2.1
Employabilit
y
Session 15

94. Aims and Objectives for
session

95. Starter Activity - Reflective
images

96. CPD Article
Read through and annotate article

97. Task 4 (assessment criterion
4.1)
Continuing professional development is
important to the role of the early years
practitioner.
Explain why continuing professional
development is integral to the role of
the early years practitioner.

98. Curriculums
Curriculums are frame works we use
to assess children’s development
Curriculums have developed and
changed over the years
Courses are available in individual
curriculum's to aid CPD

99. National Curriculum
Play is not an important factor. Core
subjects are taught
Key stage 1 (5-7)
Key stage 2 (7-11)
Key stage 3 (11-14)
Key stage 4 (14-16)
Key stage 5 (16)

100. Individual research task
Research The National Curriculum at
KS1 and produce a fact sheet with key
information
Remember to reference all information
Lets learn hot to reference correctly.

101. Assessment task support
Assessment
is due in
Formative –
23rd February
Final deadline
–
16th March