NCFE CACHE EYE L3 WF Unit 2 Holistic Child Development (Y/651/1391) Assessment

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Category	Assignment	Subject	Education
University	NCFE Qualification	Module Title	EYE L3 WF Unit 2 Holistic Child Development (Y/651/1391)

EYE L3 WF Unit 2 Holistic Child Development (Y/651/1391)

Unit summary
This unit explores holistic development and key milestones for babies and children, including the significance of experience and personal circumstance.
Assessment
Internally assessed
Mandatory	Achieved/not yet achieved	Level 3	14 credits	130 GLH (includes 40 work/placement hours)

Learning outcomes (LOs) The learner will:	Assessment criteria (AC) The learner can:	Evidence record For example, page number and method	Assessor Initial and date
1. Understand the expected patterns of babies’ and children’s development from conception to seven years old	1.1 Identify stages of human development from conception to birth
	1.2 Identify sequences of normative patterns of development in babies and children from birth to seven years of age, to include: • cognitive • neurological and brain development • speech, language and communication development • physical • personal, social, and emotional development
2. Understand key milestones for holistic development from birth to seven years	2.1 Define the term holistic development
	2.2 Describe holistic development from birth to seven years, with regard to: • cognitive • neurological and brain development • speech, language and communication development • physical • personal, social and emotional development
3. Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social	3.1 Summarise theories around attachment
	3.2 Explain the significance of attachment in relation to the key person approach
	3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development

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Learning outcomes (LOs) The learner will:	Assessment criteria (AC) The learner can:	Evidence record For example, page number and method	Assessor Initial and date
world and underpin their holistic learning and development	3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and environmental factors
world and underpin their holistic learning and development	3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current learning and development needs
4. Understand the significance of physical, mental and emotional health and wellbeing for babies’ and children’s development	4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development
	4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development
5. Understand coregulation and self-regulation in children	5.1 Explain the terms: • co-regulation • self-regulation
	5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting
	5.3 Describe how self-regulation changes according to a child’s age and stage of development
	5.4 Analyse the significance of co-regulation for selfregulation
6. Understand a range of evidence-based theories and research that underpin early years development	6.1 Summarise a range of underpinning theories and their impact to child development
7. Be able to prepare and support babies and children through transitions and significant events in their lives	7.1 Develop effective strategies to support children’s ability to manage significant life events and daily micro transitions
	7.2 Reflect on how early years educators prepare babies and children for planned transitions
	7.3 Summarise processes used in an early years setting to support individual children through micro transitions, making reference to the role of the key person

Learning outcomes (LOs) The learner will:	Assessment criteria (AC) The learner can:	Evidence record For example, page number and method	Assessor Initial and date
	7.4 Identify strategies to support individual children through unplanned and significant life events
8. Be able to support children to form positive attachments	8.1 Apply theories of attachment to demonstrate warm and responsive, professional relationships with babies, children and their families, with clearly established and age-appropriate boundaries, including supporting children to develop warm and responsive relationships with other children
8. Be able to support children to form positive attachments	8.2 Shadow the role of a key person and reflect on key features of this role
9. Be able to promote health and wellbeing in settings working with babies and children from birth to five years	9.1 Reflect on strategies used in an early years setting to: • encourage babies and children to consume healthy and balanced meals, snacks and drinks, taking account of cultural requirements, including race, religion and belief systems (considering good oral health) • encourage babies and children to be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors • teach children to develop skills to manage their own and others safety • provide sensitive and respectful personal care, to include personal hygiene practices and oral hygiene
	9.2 Interact with babies and children to positively impact their health and wellbeing, demonstrating care, compassion and sensitivity
10. Be able to support children to develop a positive sense of self and to recognise, understand and manage their	10.1 Facilitate an enabling, nurturing environment, encouraging emotional literacy
	10.2 Maintain an effective and supportive emotional environment that enables the babies and children to feel safe, secure and respected, and experience a positive sense of self and wellbeing, maintaining and prioritising the individual child’s voice
Learning outcomes (LOs) The learner will:	Assessment criteria (AC) The learner can:	Evidence record For example, page number and method	Assessor Initial and date
emotions, including supporting a child’s understanding of differing emotional reactions and what may or may not be appropriate	10.3 Model the use of co-regulation to support babies and children when they are experiencing any range of emotions, by providing warm, responsive interactions to help support the development of self-regulation
11. Be able to apply evidencebased theories in practice, and as appropriate, based on a clear understanding of cognitive science (reliable theory)	11.1 Reflect on own practice to identify where there are links to evidence-based theories and philosophical approaches

Range

6. Understand a range of evidence-based theories and research that underpin early years development

6.1 Evidence-based theories: a range of traditional and contemporary theorists to be explored, considering the impact to practice, to include but not limited to:

• Piaget

• Vygotsky

• Bruner

• Bandura

• Nutbrown

• Athey

• Donaldson

Delivery and assessment guidance

LO7: this section must include:

• moving school

• starting and moving through or between early years settings

• birth of a sibling

• moving home

• family breakdown

• living outside of the home

• loss of significant people or bereavement

Delivery and assessment guidance

• social events that impact their lives, such as COVID-19, adoption and care, and including the significance of adverse childhood experiences and trauma

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