Children & young people's workforce

481 Pages·2010·47.396 MB·English

by  Kate Beith, et al

Level 2
Certifi cate
Children
'
Young People’s'
workforce
Kate Beith
Kath Bulman
Sharina Forbes
Sue Griffi n
Penny Tassoni
Kate Beith
Kath Bulman
Sharina Forbes
Sue Griffin
Penny Tassoni
Heinemann is an imprint of Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE
www.pearsonschoolsandfecolleges.co.uk
Heinemann is a registered trademark of Pearson Education Limited
Text © Kate Beith, Kath Bulman, Sharina Forbes, Sue Griffin, Penny Tassoni 2010
Typeset by Phoenix Photosetting
Original illustrations © Pearson Education Ltd 2010
Illustrated by Phoenix Photosetting/Harriet Stanes
Cover design by Woodern Ark
Picture research by Susie Prescott
Cover photo © Peter Dazeley/Getty
The rights of Kate Beith, Kath Bulman, Sharina Forbes, Sue Griffin, Penny Tassoni to be identified as authors of this work
have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
First published 2010
14 13 12 11 10
10 9 8 7 6 5 4 3 2 1
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN 978 0 435 03132 9
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Acknowledgements
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Websites
The websites used in this book were correct and up to date at the time of publication.
Pearson Education Limited is not responsible for the content of any external internet sites. It is essential for tutors to preview each website before using it in class
so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling learners to access
them through the school/college intranet.
Contents
Introduction iv
Shared Nucleus Units
SHC 21: Introduction to communication 1
SHC 23: Introduction to equality & inclusion 24
SHC 22: Introduction to personal development 47
Core Units
TDA 2.1: Child & young person development 75
MU 2.2: Contribute to the support of child & young person development 105
TDA 2.2: Safeguarding the welfare of children & young people 130
MU 2.4: Contribute to children’s and young people’s health & safety 153
TDA 2.9: Support children and young people’s positive behaviour 187
MU 2.8: Contribute to the support of positive environments for children & young people 214
MU 2.9: Understanding partnership working in services for children & young people 250
PEFAP 001: Paediatric emergency first aid 277
MPII002: Managing paediatric illness & injury 297
TDA 2.7: Maintain & support relationships with children & young people 320
TDA 2.15: Support children & young people with disabilities & special 342
educational needs
TDA 2.16: Support children’s & young people’s play & leisure 366
TDA 2.14: Support children & young people at meal or snack times 392
OP 2.15: Contribute to the support of children’s communication, language & literacy 414
OP 2.17: Contribute to the support of children’s creative development 435
Glossary 459
List of weblinks 465
Index 466
iii
Introduction
Welcome to this book and congratulations if you are studying for the
Level 2 Certificate for the Children and Young People’s Workforce.
Although you have chosen a profession that is hard work it will bring
you a lot of rewards!
This is a very exciting time to be studying for an early years qualification
and there are now plenty of opportunities to progress further if you want
to. It is good news that a variety of professional organisations have been
involved in developing the new Level 2 Certificate and have made it clear
that a high standard of work is expected of people working with children
and young people in our challenging world.
This book is based upon a qualification that carefully considers the needs
of the children and young people you will be working with and has been
written by a group of experienced authors with a range of early years
experience who understand how important it is to develop diverse skills
when working with children. It is our aim to support you in developing
your role as an early years professional, ensuring that you are able to
support children or young people in a supervised capacity.
We hope that you find all the information and activities challenging
and enjoyable and that when you have achieved the Certificate you are
inspired to continue your studies as an early years professional.
Structure of the Level 2
Certificate
The Certificate is made up of a number of different units of assessment
which sit within the QCF (Qualifications and Credit Framework). When
you complete a unit successfully you will gain a certain number of
credits. In order to complete the full Level 2 Certificate, you need to get
a total of 35 credits. Your tutors and assessors will be able to explain in
more detail what is required.
Credits
The credit value of each unit indicates the size of the unit and
approximately how long it will take to achieve. Credit is based on how
long an average learner would take to complete a unit, and 1 credit is
roughly equal to 10 hours of learning, including time spent in class or
group sessions, practical work, assessments or independent study.
Unit structure
Each unit has several learning outcomes and each of these is broken
down into a number of assessment criteria. All the learning outcomes of
the unit have to be assessed in order for you to complete the unit.
iv
This example is taken from Unit MU 2.4 Support children’s and young
people’s health and safety.
Learning outcome Assessment criteria
2. Be able to recognise risks and 2.1 Explain why a safe but challenging
hazards in the work setting and environment is important for children
during off-site visits and young people
2.2 Identify the differences between risk
and hazard
2.3 Identify potential hazards to the
health, safety and security of children or
young people in the work setting
2.4 Contribute to health and safety risk
assessment in areas of the work setting
and for off-site visits
The Level 2 Certificate
overview
The Certificate is made up of three groups of units:
⦁ Skills for Care and Development (SfCD) Shared Nucleus Units: these
are common to everyone working in the care and development sector.
⦁ Level 2 Core Units: these are units that are common to everyone
working with children and young people aged 0–19.
⦁ Optional Units: these units are more specialist and tend to relate to
specific areas of work with children or young people.
Everyone taking this qualification needs to complete all the units in the
first two groups, and then choose a number of optional units to make
the full credit total of 35. There are about 15 optional units of different
credit sizes, covering many specialist areas such as disability or work with
babies. What is available to you will depend on your interest and what
is being offered by your centre or training provider. Your assessor will be
able to provide more details of these.
List of Core units at Level 2
The Unit Reference numbers used in this book refer to the original
numbers created by the Sector Skills Councils responsible for developing
the units. Awarding organisations, such as CACHE, City and Guilds or
Edexcel, may use a different numbering system.
v
Level 2 Certificate for the Children and Young People’s Workforce
Unit Reference No. Unit title Credit value
SfCD Shared Nucleus
Units
SHC 21 Introduction to communication in health, social care or children’s and young people’s 3
settings
SHC 23 Introduction to equality and 2
Inclusion in health, social care or children’s and young people’s settings
SHC 22 Introduction to personal development in health, social care or children’s and young 3
people’s settings
Level 2 Core units
TDA 2.1 Child and young person development 2
MU 2.2 Contribute to the support of child and young person development 3
TDA 2.2 Safeguarding the welfare of children and young people 3
MU 2.4 Contribute to children’s and young people’s health and safety 3
TDA 2.9 Support children’s and young people’s positive behaviour 2
MU 2.8 Contribute to the support of positive environments for children and young people 3
MU 2.9 Understand partnership working in services for children and young people 2
PEFAP 001 Paediatric emergency First Aid 1
MPII 002 Managing paediatric illness and injury 1
TDA 2.7 Maintain and support relationships with children and young people 3
Assessment of the Level 2
Certificate
Your awarding organisation, such as CACHE, Edexcel or City & Guilds
will allow you to be assessed using a range of different methods, based
on the learning outcomes and assessment criteria in the unit. Your
assessor or tutor will provide you with help and support throughout the
assessment process. Some common assessment methods are described
below but others may be used as well:
⦁ knowledge, understanding and skills that you demonstrate through
your practice in a work setting and that are observed directly by your
assessor
⦁ evidence from an expert witness who may be an experienced
practitioner who has worked alongside you, or others with suitable
backgrounds who can vouch for your practice
⦁ questions (oral and written) and professional discussion, usually with
your assessor, which allows you to talk about what you know
⦁ assignments and projects of different types including child studies
vi
Introduction
⦁ assessment of your work products such as plans, displays, child
observations, materials you have made to support children
⦁ tests
⦁ recognised prior learning.
Sometimes your awarding organisation will insist on a specific method
such as a test or an assignment. Again your tutor or assessor will provide
you with help and support to decide the best approach.
How to use this book
This book contains all the core units you need to complete your Level 2
Certificate and is divided into 3 sections:
1. Shared Nucleus units
2. Level 2 Core units
3. Optional units (includes 5 of the most popular optional units)
All the chapters are matched closely to the specifications of each unit
in the syllabus and follow the unit learning outcomes and assessment
criteria – making it easy for you to work through the criteria and be sure
you are covering everything you need to know.
Key features of the book
Key terms
– simple definitions of some of the more complex
terms or pieces of jargon used in the book
Over to You
– short task to enhance your understanding of a
piece of information (e.g. internet research or a practical idea you could
introduce in your setting).
Case study
– real-life scenario exploring key issues to broaden
your understanding of key topics; demonstrates how theory relates to
everyday practice and poses reflective questions.
Best practice checklist
– a checklist of key points to
help you remember the main underpinning knowledge in a unit.
Skills builder
– short activity linked thematically to the unit,
specifically designed to develop your professional skills.
vii
Level 2 Certificate for the Children and Young People’s Workforce
Getting ready for assessment
– an activity to
help you generate evidence for assessment of the unit.
Functional Skills
– highlights where content in the
unit enables you to apply Functional Skills in the broad areas of English,
ICT and Maths – matched to the latest (2009) FS Standards at Level 1.
The tips and explanations given show how Functional Skills can be
contextualised to work in early years and will be of particular benefit to
learners on Apprenticeship programmes.
Check your knowledge
– at the end of each unit, these
questions will help you consolidate your understanding and ensure you
are ready to move on to the next unit.
Working life
– some core units in the book end with a full-
page magazine-inspired feature covering a key issue or topic, with expert
guidance relating to problems that may be encountered in your working
life. Contains the following ‘mini-features’:
⦁ My Story – a practitioner’s personal account; sometimes inspirational
or uplifting, other times sharing a problem
⦁ Ask the Expert – Questions and answers relating to working practice
⦁ Viewpoint – topical issues discussed around the wider issues
of childcare.
viii
SHC 21
Introduction to communication
As a member of a team working with children effective
communication is essential to ensure that you can all work
together to create the best provision for the children and
young people you are working with.
Learning outcomes
By the end of this unit you will:
1. understand why communication is important in the work setting
2. be able to meet the communication and language needs,
wishes and preferences of individuals
3. be able to reduce barriers to communication
4. be able to apply principles and practices relating to
confidentiality at work.
11