Overview
Early Years Educators, and other job roles such as nursery nurse and childminders, are highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe. They work in a range of settings including full day care, children’s centres, pre schools, reception classes and as childminders. They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by Government for the learning, development and care of children from birth to 5 years old.
Behaviours
Behaviours are the mindset, attitudes and approaches required to learn new knowledge and apply new skills. There should be many opportunities in the workplace for you to develop the anticipated behaviours that are required as an Early Years Educator. Remember, you will be judged on your behaviours at end-point-assessment (EPA). Review the following behaviours and start to work on developing and showcasing these at every opportunity.
Behaviours:
These are the behaviours expected of all Early Years Educators carrying out their role:
- Care and compassion – provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice
- Being team-focused – work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.
- Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
- Commitment to improving the outcomes for children through inspiration and child centred care and education
- Work in a non- discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential.
- Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
Nursery World Breaking News
Nursery World provides an invaluable mix of the latest news, research and opinion plus best practice and management advice from the top experts in the sector. It is essential reading for managers and practitioners involved in delivering early years education and childcare across the private, voluntary and public sectors. Read some of the top articles this month:
Resources
Induction – Early Years Academy
Safeguarding Training Booking Form
Sexual Consent Training Booking Form
Bookable Taught Sessions
Bookable Functional Skills Sessions
Engage in professional development
Equality, diversity and inclusive practice
Safeguarding, protection and welfare
Health and safety of children legislation
How to support children who are unwell
Observation, assessment and planning
Plan, lead and review play opportunities
Promote enabling play environments
The value of play in early years
Physical care routines for children
Healthy lifestyles – food and nutrition
Children’s emotional well-being
Longitudinal studies to observe, assess and plan
Healthy lifestyles for children through exercise
Promoting children’s physical development
Understand how to work in partnership
Support children with additional needs
Personal, social and emotional development
Develop children’s cognitive skills
Support children’s transition to school
Developing children’s emergent literacy skills
Developing children’s emergent mathematical skills
Speech, language and communication
End Point Assessment (EPA) Guidance & EPA Preparatory Assessment and Predicted Grades
Added Value, Stretch and Challenge and Professional Development
Information Advice and Guidance
Early Years Academy Newsletters
Stretch and Challenge – from Pass to Distinction
Keep reflecting on these questions throughout your apprenticeship journey. It is important to test your level of comptence in the following questions. Being able to confidently evidence each of these questions through discussions, Q&As and within your portfolio will enable you to achieve your apprenticeship at distinction level.
Professional Discussion underpinned by a portfolio
S10, 11.You can provide evidence of having used more than two behaviour management strategies to promote positive behaviours, detailing why different strategies were chosen
S26, S27,K2, K4, K8, S16, B1, B2, B3, B4. You can establish and maintains effective partnership working which leads to improvements within the provision and the outcomes for children and their families. For example: improvement in a child’s behaviour over time thanks to effective parental involvement that has improved and contributed to a child’s health, wellbeing learning and development
S3, B4. You can evidence how curriculum based planning and leading of activities has led to accelerated progression in the child’s learning, e.g. using observations, planning and documents.
S4, K2, K4, K8, S14, B1, B4. Is able to demonstrate which activities have accelerated children’s learning and which types of activities are appropriate for individual children and is able to evidence where it has accelerated children’s learning (e.g. using observations and planning documents).
S5, S14, K4, B1, B4. Is able to demonstrate having provided varied learning experiences, incorporating new ways of learning and experiences, informed by their knowledge of areas of learning, and
evidence how these have successfully engaged, enthused
and motivated children to learn
S7, B1, B4 Is able to evidence more than two strategies used to promote sustained shared thinking for children with different needs/backgrounds e.g. EAL,
SEND, disadvantaged, or ethnic minority children
S15, S13, S23, K10, B4. Can evidence that children have made
progress as a result of accurate
assessments being completed.
S13. Can demonstrate an awareness of the different types of observational assessment methods, chooses the most relevant method dependant on the needs of the individual child and understands how it is underpinned by appropriate theory or strategy
S23, K15, B3. Has suggestions to improve record keeping in relation to confidentiality of information and/or safeguarding of children and the systems in place to support children and their parents/carers
S12, K8, K10, B5. Can identify children with additional needs and implements strategies for early intervention that include working effectively with parents/carers and professionals
S24, K15, B1, B2, B3. Can offer suggestions to improve practice in relation to confidentiality of information and/or safeguarding
of children and the systems in place
to support children and their
parents/carers
S24, K12, B4. Can offer suggestions to improve practice in relation to Health and Safety
S20, K16. Has an excellent understanding of the menus in the setting, is able to explain why children are offered different types of meals. Plans and carries out activities that promote Healthy Lifestyles and uses strategies to support practitioners in
terms of promoting a healthy
lifestyle, including barriers to
healthy eating.
K16, S21. Has evidence of providing recommendations of change to support effective infection
preventative and hygiene-related
activities