1. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 1

2. Aims and Objectives forsessionOutline the meaning of the word skillsOutline the meaning of the wordknowledgeOutline the meaning of the wordattributesIdentify what skills, qualities,knowledge and attributes are neededfor job roles.Identifying settings which provideEarly Years Education and Care 3. Starter Activity - researchResearch what the following words meanSkillsKnowledgeAttributesSkills - the ability, of someone's knowledge,and practice. Ability to do something well.Knowledge - the facts, feelings or experiencesknown by a person or group of people.Attributes - The personal qualities thatcontribute to the role of the Early Yearspractitioner 4. Skills needed for jobsWhat are the skills, qualities, knowledgeand attributes needed for:-A nursery nurseEarly Years teacherChild-minderNannies 5. A4 PosterCreate a poster identifying skills,qualities, knowledge and attributesneeded for the job role you are wantedto progress into.You can go around the room to findsomeone who wants to progress intothe same role as you, and worktogether.Lets great creative, think outside the 6. Self Study 1.2You need to make a word cloud,identifying as many settings whichprovide Early Years Education and Carehttp://www.abcya.com/word_clouds.htmConsider statutory, private andvoluntary settings. 7. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 2 8. Aims and Objectives forsessionExplain thoughts and feelingsof when children can be leftaloneIdentify their own individualcareer aspirationsOutline basic skills andinformation about chosenemployment pathway 9. Starter Activity -Would you leave a four yearold at home alone?http://www.itv.com/goodmorningbritain/get-involved/lack-of-childcare-in-the-summer-holidays 10. Employment ResearchIdentify your career aspirations,highlighting what employment pathwayyou are aspiring to? Group up intoemployment pathways.Nursery Nurse Childminder TeacherTeachingAssistantPre School Play TherapistSocial Services Play Group Foster CarerHealth Visitor Speech andLanguageTherapistMidwife 11. Employment Research1. 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 forthis job?5. Research an appropriate job in your local area andmatch your skills, making a development plan tomeet requirements needed. 12. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 3 13. Aims and Objectives forsessionIdentify importantinformation in L2 coursehandbookOutline hours sheets inplacement and theirimportance.Outline importance tofollow placement rules 14. Starter Activity -Read through your L2 Course HandBook, regarding placement information.Highlight and annotate 15. Course Hand Book L2You will be going out on placementIt is important you are a good rolemodel.Valuable chance for you to put thetheory into practice.You must be professional at all timesYour expectations will be discussedIf you are unable to attend yourplacement you must notify the settingand college by 9.00am. 16. Hours SheetsAs part of your course and to gainyour qualification you are required tocomplete hours sheets.Getting weekly hours sheets are yourresponsibility.No signatures from a supervisorwill mean no hours.Your lunch is not able to be addedonto your placement hours. 17. Placement InformationDressAdhered to Health appropriatelyand SafetyAppropriatelanguageHollowpolicies andprocedures 18. Placement question andanswer 19. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 4 20. Aims and Objectives forsessionIdentify informationneeded on a CVOutline theemployment hubsrole within thecollege 21. Starter Activity Discuss ontablesWhat information needs to goonto a CV, discuss and makea list on your table? 22. Introducing the employmenthub CV Writing Letter Writing Job SearchTips ApplicationForms InterviewTechniques 23. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 5 24. Aims and Objectives forsessionOutline Principles ofChildcareOutline professionaldiscussion expectationOutline observationexpectations 25. Starter Activity - Principles ofChildcarehttps://www.youtube.com/watch?v=KdLdXzG2Xh0What knowledge did you gain from the clip? 26. Placement 1 ProfessionalDiscussion2.1 2.1. Identify reasons why people communicate.2.2. Explain how communication affects all aspects of ownpractice.3 4.2. Describe how health and safety risk assessments aremonitored and reviewed6 4.1. Describe how an enabling play environment meets theage, 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 Observation1.3 4.1. Use hygienic practice in relation to: using correct personal protective equipment.6 3.2. Plan an activity which supports childrens socialisation.3.3. Carry out an activity which supports childrenssocialisation.7 4.2. Implement activities which support childrens: physical play12 2.3. Model positive behaviour.2.4. Use positive reinforcement with children.OP 2 2.2. Implement creative play activities with children whichsupport: music, dance and movement. 28. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 6 29. Aims and Objectives forsessionIdentify asks completed atplacement, which ensures asafe and stimulating settingOutline good practice insettingsIdentify important informationrelating to The Childrens Act1989 30. Starter Activity 1.5 PaireddiscussionDiscuss with your neighbour, everydayroutine tasks completed at placement,that ensure a safe and stimulatingsetting?Share your findings of good practicefrom your neighbours setting 31. The Children Act 1989Government response to ensure that UK legislationreflected UNCRC articlesKey Aims:Local authorities have a duty to safeguard and promotethe welfare of children within their area who are inneed.Duty of care placed on the Local Authority to investigateif significant harm to a child is suspectedChildren are entitled to protection from abuse andneglect in every situationProvide guidance for the regulation of services forchildren and families (Inspection process)The welfare of the child is paramount on all occasions 32. Children Act 1989 Sec.17/10)Child in NeedA child is defined as being a child in need ifthey meet any of the below criteria:They are unlikely to achieve or maintain, orhave the opportunity of achieving, ormaintaining, a reasonable standard ofhealth or development without the provisionfor them of services by a Local Authority.Their health or development is likely to besignificantly impaired or further impaired,without the provision of such servicesThey are disabled. 33. Duties of the local authority -children in needEvery local authority must protectand promote the welfare of childrenin need in its area. To do this it mustwork with the family to providesupport services that will enablechildren to be brought up within theirown families.The local authority must keep aregister of children with disabilities inits area but does not have to keep aregister of all children in need 34. Children Act 1989Defined The Looked AfterChildReasons why this may occur:Section 20Where parents have asked for our help,because for some reason their child can nolonger stay at home, we will find suitableaccommodation for the child. Parentalresponsibility remains with theparent/guardian.Section 31If the child is in danger of being harmed, acare order will be made by a court.and other reasons identified in the ChildrenAct. 35. Duty of the LA and The LookedAfter ChildLocal Authorities:Have a duty to ensure the health and safetyof looked after children, who often come fromfamilies who have experienced extremehardship and upheaval, whilst working asclosely as possible with the birth parents.And their Children's services work to makesure the educational needs of each child aremet. The disruption to home life oftenmeans that looked after children do notachieve their academic potential. 36. The term 'looked after' refers to children whoare under 18 and have been provided with careand accommodation by children's services.Often this will be with foster carers, but somelooked after children might stay in a children'shome or boarding school, or with another adultknown to the parents and children's services.The aim is to ensure the health and safety oflooked after children, who often come fromfamilies who have experienced extremehardship and upheaval, whilst working asclosely as possible with the birth parents.Any disruption to home life often means thatlooked after children do not achieve theiracademic potential. Children's services alsoworks to make sure the educational needs ofeach child are met. 37. Legislation OverviewThe Children Act 2004 and theEvery Child Matters ProgrammeFollowing the death of VictoriaClimbie an independent inquirycriticised the child protection ofchildren in the UK.This resulted in the Governmentgreen paper Every Child MattersThe Children Act of 2004 providedthe Legal framework for theprogramme 38. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 7 39. Aims and Objectives forsessionOutline EYFS documentationIdentify important informationrelating to The EYFSIdentify important informationrelating to The Childrens Act2004 and ECMExplain with the 5 ECMelements 40. Starter Activity What is the EYFS,give an overviewfrom Unit 10 41. EYFS InformationThe Early Years Foundation Stage issimply a framework which aims toensure that all children attending earlyyears settings, are kept safe and helpedto thrive.The EYFS has been developed directlyfrom Every Child Matters.It has the force of law given to it by thepassing of the Childcare Act 2006. 42. Key EYFS documentsThe legal requirements and statutory guidance arecontained in the booklet called Statutory Framework forthe Early Years Foundation Stage.The Practice Guidance for the Early Years FoundationStage (Development Matters) provides just 16 pages ofadvice and information for meeting the requirements ofthe EYFS. The rest of the booklet contains informationabout learning and development and what practitionersshould look out for, say and do and how to plan andresource activities.Development matters is in place to support and follow toneeded outcomes in Statutory FrameworkAt the end of year R, teachers assess the leaning goalsunder each area 43. Task Unit 6 recapYou created a help sheet fornew members of staff givingimportant information aboutthe EYFS.Add any additionalinformation you have learnt 44. The Children Act 2004This Act embeds as law the Every Child MattersProgrammeEvery service working with children must follow this Lawand programmeThe ECM programme aims to ensure that every child inEngland has the support they need to achieve theoutcomes:be Safestay HealthyEnjoy and achieve,achieve Economic well beingmake a Positive contribution to society 45. The Children Act 2004Other aspects of this act include:A duty on the Local Authority to promoteco-operation between agencies in orderto improve the ECM five outcomesLocal Authority to set up LocalSafeguarding Children BoardsCommon Assessment Frameworkintroduced 46. ECM FlowerFrom the information you have gained,create a flower with the 5 ECMelements 47. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 8 48. Aims and Objectives forsessionIdentify currentlegislation and codesof practiceJustify informationneeded for applying fora job role 49. Starter Activity - RecapRecap currentlegislation and codes ofpractice 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 fromthe nursery managerYou will needto submityourassessmenttask viaemail 51. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 9 52. Aims and Objectives forsessionOutline own skillsIdentify own skills,qualities andachievements.Explain suggested areasfor improvement 53. Starter Activity -On your skills map, circle skills youalready have.Ensureyou giveexamples to backyouranswers. 54. Individual Task Unit 9 2.2 and2.3Make a tree showing your own skills,qualities and achievements. Suggestareas for improvement, using your findingsfrom your skills map.We will use thisin your next 1-2-1and throughout thecourse.Lets get creative 55. Home study task coveringUnit 9 2.2, 2.3, 2.4, 2.5, 2.6and 2.7This will be a working document,added to through your course. 56. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 10 57. Aims and Objectives forsessionOutline a step by step guide on how to makea cup of teaIdentify why communication can bemisinterpreted if not given to someone clearlyExplain why it is important to be clear at alltimes when giving children instructionsIdentify the importance of a child centredapproachJustify how clear goals and instructions aregiven when in placementIdentify how to ensure a child centredapproach when planning activities 58. StarterPlease pair up with someone in thegroupYou need to write down a step by stepguide on how to make a cup of tea theway you like it 59. StarterOnce you have written you step by stepguide, please pass it to your colleague.You will need to make them a cup of teafollowing their instructions exactly. 60. ReflectionWhat did youlearn?Why is this important to give clear goalsand instructions when in placement and 61. Importance of a child centredapproachBecause theChildren Act saysthe best interestsof the child shouldbe paramount 62. Placement ReflectionDo you give clear goals andinstructions when in placement andworking with children?How do you ensure you have a childcentred approach when planningactivities? 63. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 11 64. Aims and Objectives forsessionIdentify as ways we communicate to othersOutline the difference in percentage of verbaland nonverbal communication usedIdentify a range of verbal communicationusedIdentify a range of nonverbal communicationusedOutline expressions used for feelingsOutline how adults can communicate withchildren.Identify the importance of adults listening tochildrenIdentify a communication game that could be 65. Starter Activity Write answerson classroom white boardHow many wayscan wecommunicate? 66. Communication 67. VerbalCommunicationVerbal communication is usually a means ofspeaking and listeningIt concerns words or substitutes for wordsand refers to an individuals first language,this may be a spoken language English,French etcA signed language e.g. British signlanguage or MakatonTone, volume and pitch of voiceAccentTurn taking 68. Non-VerbalCommunicationEyecontact ProximitNon-verbalCommunicationyTouchSignsandsymbolsFacialexpressioAppearanc PostureeHandmovementHeadmovementn 69. Showing EmotionsUse the laminated blank faces, thatshow the following emotions:1. Worried2. Bored3. Surprised4. Sad5. Aggressive6. Happy 70. Why is it importantfor adults tocommunicate withchildren?Discuss answers as atable and create a list tofeedback 71. How adults communicatewith children.Talking in words the child will understandVolume, tone, and pitch appropriate to agegroupTurn taking - letting the child finish whatthey have to sayQuestioning Skills asking questions toencourage the child to explain (open ended)Proximity closeness to child, being awareof personal spacePosition ensure you come down to thechilds level 72. Listening to a childActively listen by looking at the childand showing an interest in what theyare saying.Questioning to clarify that you areunderstanding what the child issaying.Give child full attention so that you arelistening and understanding what theyare trying to tell you.Do NOT make assumptions 73. Simon Says1. Stand in a circle2. The tutor will choose someone to be theleader, aka Simon3. Simon then gives the orders, the funnier thebetter. The order must be obeyed only whenthe order begins with Simon says.- For instance, "Simon says: 'Thumbs up!'"which, of course, all obey; then comes:"Thumbs down!" which should not beobeyed, because the order did not beginwith Simon says.4. When someone follows an order that does notbegin with Simon says, they are out of the 74. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 12 75. Aims and Objectives forsessionExplain the differencebetween a workingrelationship and a personalrelationshipOutline employment structureof placementIdentify own relationshipswithin placements 76. Starter Activity -Create a table highlighting the differencebetween a working relationship and apersonal relationship.WorkingrelationshipPersonalrelationshipMaintain confidentiality Socialise in the evenings 77. Case StudiesDiscuss the casestudies on yourtables, shareanswers with thegroup. 78. Line for reportingCreate a flow chart for your placementshighlighting the below pointsFirst aiderRoom leadersManagerSENCOStudents 79. Reflection - Relationships1. Why do Early Years practitioners need toestablish professional relationships withparents and carers?2. Why can partnership working benefitchildren and their families?3. Identify different working relationships withinan Early Years setting?4. What partnership working relationship dosettings have with external agencies? 80. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 13 81. Aims and Objectives forsessionOutline the importance of readingall informationIdentify what adhering to theagreed scope of the job rolemeansAnalyse Early Years jobdescriptionsEvaluate how skills and qualitiesmatch Early Years jobdescriptions 82. Follow Instructions?Please read all of the instructions before doing anything, you are allowed10 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 answerbeside #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 thefirst two! 83. Did you follow theinstructions?If you have followed the instructionscorrectly, you should only have yourname on the paper! 84. Job DescriptionsWhat does adheringto the agreed scopeof the job rolemean? 85. Job DescriptionsEach job/position is a small part of alarger operation.The division of work is typically brokeninto specific tasks with deadlines.Follow policies and procedures of thesettingHowever, if you have ideas orsuggestions that would make your jobmore efficient or save money etc., tellyour boss or put it in a suggestion box orany method your place of work uses for"new ideas. 86. Early Years Job DescriptionsLook at the job descriptionand describe things that areyour duty and responsibilityDo your skills and qualitiesmatch the job descriptions? 87. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 14 88. Aims and Objectives forsession 89. Starter Activity -Note down what went wrong..https://www.youtube.com/watch?v=_ZpDnXYIFjo 90. Identify ConflictWhat conflicts have youexperienced within yoursetting?How did youdeal with theconflict? 91. Case StudiesDiscuss the casestudies on yourtables, shareanswers with thegroup. 92. Dealing with conflict Individual Taskhttps://www.youtube.com/watch?v=NLBY4PSFAI0Make a advice card toidentify skills andapproaches needed forresolving conflictYou need to use this advice 93. An Introduction to theRole of the Early YearsPractitionerUnit 2.1EmployabilitySession 15 94. Aims and Objectives forsession 95. Starter Activity - Reflectiveimages 96. CPD ArticleRead through and annotate article 97. Task 4 (assessment criterion4.1)Continuing professional development isimportant to the role of the early yearspractitioner.Explain why continuing professionaldevelopment is integral to the role ofthe early years practitioner. 98. CurriculumsCurriculums are frame works we useto assess childrens developmentCurriculums have developed andchanged over the yearsCourses are available in individualcurriculum's to aid CPD 99. National CurriculumPlay is not an important factor. Coresubjects are taughtKey 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 taskResearch The National Curriculum atKS1 and produce a fact sheet with keyinformationRemember to reference all informationLets learn hot to reference correctly. 101. Assessment task supportAssessmentis due inFormative 23rd FebruaryFinal deadline16th March