2. Top tips for revision
• Learn actively by thinking, understanding and connecting the things you
are trying to learn to your existing ideas and knowledge. Consider how the
information can be used to answer exam questions from past papers. Is it
a theory? Or supporting evidence? Do you agree with it?
• Ask yourself…
• "What have I just learnt?"
• "How could I use it to answer an exam question?"
• Make sense of the information - Information is hard to remember if it
does not make sense. So you need to understand what you are trying to
learn and relate it to things you already know.
• Use your own words in revision notes as this connects the ideas to your
3. CACHE Terms
Identify Give main points accurately (A description
may also be necessary to gain higher marks)
Describe Provide a detailed description of the subject in
a logical way (Use placement examples to aid
Explain Apply reasoning to account for how
something is or to show understanding of
underpinning concepts. Responses could
include examples to support these reasons.
Evaluate Examine strengths and weaknesses, arguments
for and against and/or similarities and
differences. Judge the evidence from the
different perspectives and make a valid
conclusion or reasoned judgment. Apply
current research or theories to support the
5. 1.1. Explain what is meant by healthy
Discuss what is meant
by healthy eating
Note down your
1. In one sentence describe what you understand by healthy eating.
2. Name two national initiatives which promote healthy eating.
3. Identify two frameworks that are relevant to the food and drink
requirements of children.
1. Write one sentence to explain why food choices are important in pre-
2. Write one sentence to explain how food choices may impact on the
health and development of the baby during pregnancy – consider the
positives and the negatives.
3. Write one sentence to explain how breastfeeding can impact on the
health and development of the baby.
8. • Babies need a lot of energy and nutrients as they grow very quickly
in their first year – they will triple their birth weight and their length
will increase by 50%.
• There are four stages to weaning :
Stage 1 6 months
Stage 2 6–9 months
Stage 3 9–12 months
Stage 4 12 months and older
LO3. Understand the nutritional needs of children [AC 3.3]
• Explain how to plan a weaning programme
Name suitable foods
for each age?
What might you need
to consider when
planning a weaning
9. Split into small groups
1. Plan a daily menu for a baby. Group 1
2. Plan a weekly menu for a pre-school child. Group 2
3. Plan a weekly menu for a school age child (5–7 years) Group 3.
1. What is the importance of a practitioners role meeting children’s
individual dietary needs.
2. What are the impacts of poor diet on children’s health and
3. Explain the reasons for special dietary requirements.
12. Home work revision
1. Read and highlight special dietary requirements hand out
page 19 in your text book.
2. How to recognise the symptoms of food allergy?
3. How to avoid foods the child is sensitive to?
4. Describe benefits of working in partnership with parents in
relation to special dietary requirements.
14. Outline the benefits of physical
Post your answers on the board feedback !
How many benefits have been identified?
Take a photo!
• Use your copy of the EYFS to complete your
revision cards Identify the requirements of
current frameworks for
• Outdoor access
• Regular exercise for children
16. Look back at your grids
• Share your grids with the group evaluate local
and national initiatives which promote
children's physical exercise!
17. LO1. Understand children’s need for exercise [AC 1.1, 1.2, 1.3]
• Time: 20 mins
• With a partner design a poster to explain:
• the benefits of exercise
• how current frameworks support children’s exercise
• national and local initiatives.
• You should:
• consider all the areas of development
• Note how current frameworks affect practice in your setting
• Refer to examples from settings.
• Be prepared to explain your poster to the rest of the class.
19. Small group activity
1. Use the resources provided to demonstrate care routines
feedback to the group
2. Describe routine physical care needs for children
3. Explain the role of the early years practitioner
4. Nappy Changing
5. Toilet training
6. Washing bath time
7. Skin, teeth and hair
8. Meal times – add hygienic
Practice when preparing formula feeds / sterilising equipment
21. Homework revision 1.3
1. Revise and highlight sleep grid Page 54 of text book
2. Revise and highlight immunisation schedule
3. Add reasons for and against immunisation
23. LO1. Understand children’s needs in relation to emotional
• Attachment theorists
• John Bowlby recognised the importance of the child’s first relationships
and developed the theory of attachment. He identified four characteristics
of attachment: proximity maintenance, safe haven, secure base and
separation distress. http://www.simplypsychology.org/bowlby.html
• Mary Ainsworth developed Bowlby’s theories further. She focused on the
distress of the child and developed the strange situation procedure to
identify a child’s reactions to a parent after being left with a stranger.
• Harry Harlow experimented with monkeys and stated that they must form
their attachments during the first year of life.
• James Robertson studied the psychological effects on children who were
separated from their mothers, for example, through hospital stays.
• Theoretical perspectives on emotional well-being
1. What are the dangers of the key person becoming more important to
the child than their own parent/carer?
2. What could the practitioner do to avoid this?
1. What transitions may a child experience?
2. What might the effect be of transitions on the child?
3. What is the role of the practitioner in supporting transitions?
4. How would you improve on their practices if you were writing a policy
on how to plan for transitions?
28. Post it
1. Identify common childhood illnesses
2. Write a sentence to describe common childhood illnesses
3. What would the practitioner do to support a child who is
1. Look through your placement policy and procedures,
highlight – infectious illnesses, administering medicines,
health and safety etc.
2. Highlight all the areas where the practitioner’s
responsibilities are clearly set out.
3. Ensure that you know what your responsibilities are.
1. Use a paper plate and design a plate of food to encourage a
child to eat.
2. Design a form to compete when observing a child who is
unwell – what would you need to record?
3. Design a booklet for a child to prepare them for hospital.
4. Identify the age of the child.
5. Your booklet should have information and activities in it.
6. It should inform and reassure the child.
32. Time: 10 mins
Revise your timeline you have produced discuss as a class the
various stages of development.
LO1. Understand development from conception to end of
33. LO2. Understand the potential effects on development of
pre-conception, pre-birth and birth experiences 2.1
Time: 10 minutes
• List as many reasons that you can think that will effect
development from pre-conception to birth
• Share with a partner
1. Why is important that practitioners understand
about the potential effects on development from
pre-conception, pre-birth and birth experiences ?
Use your revision card to highlight check for
• New born baby
• The baby during first year of life
1. Why is it important that a baby/child’s weight,
length and head circumference are recorded
regularly on a centile chart?
2. Why is important that parents are aware of all the
screenings, immunisations that a baby will have in
its first year of life?
42. Legislation and guidelines are in place to support practitioners to
• Children Act 1989 and 2004
• Working Together to Safeguard Children 2006 and 2013
• Early Years Foundation Stage: Section 3 – The safeguarding
and welfare requirements
• Disclosure and Barring Service.
Current legislation and guidelines
Revise current legislation that are in place to support
practitioners to protect children
1. Is it Children’s Act or Children Act?
2. What does DBS stand for and what does it do?
3. Name three policies for the safeguarding, protection and welfare of
4. Name two pieces of legislation or guidelines that support the
safeguarding and welfare of children.
5. Who has to follow the policies and procedures of a setting?
1. Who is responsible for the day to day safeguarding, protection and
welfare of children?
2. What should you do if you have a concern about a child’s welfare?
3. Name three agencies or groups who may be involved in partnership
working to safeguard children.
4. Name the five types of abuse
5. A child is tired, hungry and dirty, what type of abuse might be going on
6. A child is reluctant to get changed for PE, what might they be covering
1. Describe three things a practitioner must do if a child discloses to them.
2. What does a child have the right to refuse during the investigations of
physical or sexual abuse?
3. Why must a practitioner whistle blow poor practice?
4. When does a serious case review take place?
5. Who may be involved in a serious case review?
6. Describe two improvements in practice that may arise from a serious
1. What does COSHH stand for?
2. What does RIDDOR stand for?
3. Who is responsible for the health and safety of children in the setting?
4. Name three things that would need to reported under RIDDOR.
5. Name two things a setting must have under the Health and Safety (First
6. Describe two things the Health and Safety at Work Act requires a
setting to do.
7. Describe three ways of registering children.
8. Explain the importance of secure procedures at the start and the end of
the day or session.
1. List five minor accidents that may occur within the setting.
2. Name three reasons for calling an ambulance to the setting.
3. Who must be informed every time there is an accident, incident or
emergency within the setting?
50. • Special educational needs – this will show how practitioners will meet the
individual needs of any children with special educational needs within the
• Food and drink – this will identify how any special dietary requirements
will be met. Use your paper plate provided to devise a meal to meet the
needs of your given child.
• Behaviour – this will explain the expectations and sanctions for behaviour
within the setting and will include information for children with
behavioural difficulties. What would you do if this happened at nursery?
• Anti-discriminatory – this will clearly state how any act of discrimination
will not be tolerated and how it will be dealt with. Why might people
discriminate against others?
Policies and procedures
LO1. Revise, policies and procedures inform equality, diversity
and inclusive practice 1.1, 1.2
1. How will the food and drink policy of the setting ensure an inclusive
2. Describe two elements of a diverse and inclusive environment.
3. Who has overall responsibility for diversity and inclusion within the
4. Identify two forms of discrimination that may occur within the setting.
5. Name three pieces of legislation relating to equality, diversity and
1. Name three sources for information, advice and
support about equality, diversity and inclusion.
2. Describe three reasons for seeking information,
advice and support about equality, diversity and
54. • Time: 15 mins
• Describe how you would explain the benefits of
working in partnership to parents/carers.
• Parent/carer wishes
• The need for working in partnership
• How parents/carers may feel about meetings
with other professionals
• The benefits to the child.
LO1. Understand the principles of partnership working in
relation to current frameworks when working with children
55. Summary: plenary activities
1. List four different professionals who may be involved in
2. Describe how working in partnership can help to safeguard
3. Name three people who may be involved in working in
partnership during transitions.
56. Summary: plenary activities
1. List four different family structures.
2. Which family structure has adults other than the mother and father
living in the house?
3. Why must practitioners treat all families equally?
57. Summary: plenary activities
1. List four reasons a parent/carer may need support.
2. Give one example of support that could come from
practitioners within the setting.
3. Give one example of support that could come from
an outside agency.
58. Summary: plenary activities
1. List three ways you can communicate with a parent/carer.
2. Describe three methods of sharing good practice with parents/carers.
3. How will sharing good practice support a child’s learning and
4. List three reasons for accurate record keeping.
5. Describe two examples of when it may be difficult to read records.
Tuesday 3rd May 2016
@ 9.30 – 11.30 Please bring your college ID
Large conference room Arrive at 9.15
Good Luck Please ensure you revise over the
Bank Holiday weekend !!!
Hinweis der Redaktion
Areas of development:
Communication and language
Social, emotional and behavioural.
Learners should refer to practice in their settings.
Article on Mary Ainsworth – includes a video
Information about Bowlby and Harlow – includes a video of the Harlow experiment
James Robertson – synopsis of five films about separation from mother
Youtube video ‘Attachment – Robertson, Bowlby and Ainsworth’ (23 mins)
Learners may need to discuss what they would be observing a child for and what they would need to record.