T level Childcare

• Prime Areas


  • personal, social, emotional development
  • communication and language development
  • physical development
• Specific Areas


  • literacy
  • mathematics
  • understanding the world
  • expressive arts and designs
• Assessments


  • 2 year old check
  • Early learning goals
  • Reception baseline
  • Year 1 phonics screening
  • Year 2 SATs (not statutory)
  • Year 4 timestables
  • Year 6 SATs
  • GCSEs Year 11
• Risk


  Exposure to danger, likelihood of hazard causing harm
• Hazards


  Something with potential to harm
• Instinctive parenting


  • Strongly influenced by instinct, parent's own upbringing affects response
• Uninvolved parenting


  • Lack of responsiveness, leaving children alone which could lead to neglect
• Helicopter parenting


  • Heavily involved in every aspect of children's lives, may limit independence and lead to frustration
• Authoritarian parenting


  • Emphasis on obedience and control, little room for negotiation or explanation of rules
• Permissive parenting


  • Few rules or expectations, relaxed approach to behaviour, children have more choice
• Authoritative parenting


  • Set rules and expectations with clear boundaries, explain to child and consider their views
• Dealing with unwanted behaviour

  1. Anticipate and address

  2. Work with parents to find support

  3. Share information with colleagues for multiagency work and early intervention

  4. Support through planned and unplanned transitions

  5. Create behaviour plans

  6. Set individual targets and track/monitor
• Elements that inform children's self-concept

  • Self-image (how you see yourself)
  • Self-esteem (how you value yourself)
  • Ideal self (how you would like to be)
• Behaviour management policy and processes

  • Clarify expected standards
  • Give children input
  • Set realistic expectations
  • Ensure safety
  • Provide consistency
  • Ensure fairness
  • Provide opportunities to celebrate success
• Statutory/maintained settings


  Funded by government, must be available by law, inspected by Ofsted
• Independent settings


  Not funded by government, parents pay fees, must still follow EYFS and be Ofsted inspected
• Private settings


  Provision paid for by parents, can include nurseries, childminders, must be registered and inspected by Ofsted
• Voluntary settings


  Provision set up and funded by donations/voluntary contributions, may be run by church/charity, parents may pay donation and stay to supervise, must be registered and inspected by Ofsted if children are left
• Kolb's learning cycle


  1. Concrete experience

  2. Reflective observation

  3. Abstract conceptualisation

  4. Active experimentation
• Gibbs' reflective cycle


  1. Description

  2. Feelings

  3. Evaluation

  4. Analysis

  5. Conclusion

  6. Action plan
• Bowlby's attachment theory


  • Searched physical impacts of attachment, believed first bond affects later relationships, called this 'internal working model'
• Ainsworth's attachment styles


  • Secure, insecure avoidant, insecure resistant
• Main and Solomon's attachment style

  • Disorganised-disoriented attachment
• Rutter’s attachment theory

  • Attachments create emotional template, affect cognitive and language development, critical of Bowlby.
  • thought multiple attachments were important
• Schaffer and Emerson's attachment research

  • Focused on first 18 months, discovered babies respond best to responsive adults, quality of time more important than quantity
• Gagne's information processing theory


  • Different types and levels of learning, learning should be step-by-step, internal and external conditions need consideration
• Piaget's cognitive development theory


  • Fascinated by children's own logic and incorrect answers, developed theory of how children learn and their cognitive development changes
• Dewey's educational philosophy


  • Children should be active in their learning, teaching should be based on real life experiences and children's interests
• Bronfenbrenner's ecological systems theory


  • Children's development influenced by teachers, parents, community, society and culture
• Knowles' adult learning theory

  • Adults and children learn differently, focuses on best process for adults to learn
• Maslow's hierarchy of needs

  • Humans have physiological, safety, love/belonging, esteem and self-actualisation needs that must be met
• Rogers' self-actualisation theory


  • Humans in continual journey of self-actualisation in response to experiences and encounters
• Bruner's cognitive development theory


  • Different levels of thinking acquired over time, adults have vital role, spiral curriculum effective
• Vygotsky's sociocultural theory


  • Children active learners, adult-child interactions significant for developing higher-level thinking
• SEND Code of Practice introduced to ensure welfare of children and young people with SEND, including EHCPs
• Disclosure and Barring Service (DBS) checks required for individuals working with children and vulnerable adults
• Children Act 2004 outlines responsibilities of parents and those working with young people, including duty to investigate significant harm
• Female Genital Mutilation Act 2003 makes it an offence to carry out or assist in FGM, which is a form of abuse
• Health and safety at work act 1974


  1. Report hazards

  2. Follow policies and procedures

  3. Use safety equipment and PPE (personal protective equipment)

  4. Ensure materials, equipment and resources are safe

  5. Not harm self or others