
BTEC Nationals Children's Play, Learning and Development Student Book + ActiveBook
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Content
- Front Cover
- Contents
- Introduction
- Chapter 1: Children's Development
- A: The principles of growth and development and how they are applied from birth up to 7 years 11 months
- A1: Principles and patterns of growth and development
- A2: Areas of development
- A3: Patterns of development
- B: Physical development from birth up to 7 years 11 months
- B1: Physical development
- B2: Promoting children's physical development
- C: Cognition, language and communication development
- C1: Theoretical approaches
- C2: How applying theories of cognition, language and communication helps practitioners understand their practice
- D: Theories of social and emotional development
- D1: The self, others and place in the world
- D2: Applying theories of social and emotional development to early years practice
- Chapter 2: Development of Children's Communication, Literacy and Numeracy Skills
- A: Stages of speech, communication and language development and its link to overall domains of development
- A1: The role of speech, communication and language in children's development
- A2: Developing children's speech, communication and language
- B: Supporting children's literacy and numeracy skills through speech, communication and language development
- B1: Development of literacy skills
- B2: Development of numeracy and mathematical skills
- B3: Supporting literacy development
- B4: Supporting writing development
- B5: Supporting numeracy development
- C: Approaches to the varied needs of individual children
- C1: Supporting the concept of multilingualism
- C2: Understand how adults support children who have additional language needs
- Chapter 3: Play and Learning
- A: Examine types of play and learning activities and the benefits for children's learning and development
- A1: Play types and opportunities
- A2: The benefits of play for children
- B: Investigate theoretical perspectives to learning and development, curriculum approaches to play and their influence on current early years practice
- B1 Theoretical perspectives to learning and development
- B2: Curriculum approaches to play
- B3: Influences on current early years practice
- C: Demonstrate skills required by early years professionals to support children's purposeful play and learning opportunities
- C1: Professional skills for supporting purposeful play and learning
- C2: Support children's purposeful play and learning activities
- Chapter 4: Enquiries into Current Research in Early Years Practice
- A: Types of issues where research is carried out in the early years sector
- A1: Purpose of research in the early years sector
- A2: Issues in early years
- B: Research methods in early years
- B1: Research methodologies
- B2: Planning research
- B3: Ethical issues
- B4: Research skills
- C: Reviewing relevant secondary research in contemporary issues affecting early years practice
- C1: Selecting appropriate secondary sources
- C2: Evaluation of research
- C3: Wider applications of research
- Chapter 5: Keeping Children Safe
- A: Investigate legal responsibilities and approaches to health and safety in early years settings
- A1: Responsibilities to children's health and safety
- A2: Approaches to promoting children's health and safety
- B: Explore procedures for prevention and control of infection in early years settings
- B1: Statutory requirements and procedures for infection prevention and control
- C: Examine how early years professionals safeguard children and respond to concerns that a child has been abused
- C1: Types and indicators of abuse
- C2: Safeguarding children
- C3: Responding to concerns about abuse
- D: Demonstrate how to recognise and assess hazards and risks to children and respond to emergencies in an early years setting
- D1: Risk assessment in early years
- D2: Recognising accidents and emergencies
- Chapter 6: Children's Physical Development, Care and Health Needs
- A: Understand the physical development and care needs of children and approaches to their healthy development
- A1: The physical needs of children
- A2: Approaches to supporting physical development and care needs
- B: Plan and support routines and activities to meet children's physical development and care needs
- B1: Planning for physical care routines and activities
- B2: Support physical development and care needs
- C: Investigate how to recognise and respond to children who are unwell and support children with ongoing health conditions
- C1: Signs of illness
- C2: Responding to children who are unwell
- C3: Support for children with ongoing health conditions
- Chapter 7: Children's Personal, Social and Emotional Development
- A: Investigate approaches in supporting children's personal, emotional and social development and influences on behaviour
- A1: Roles and responsibilities
- A2: The key person approach
- A3: Influences on children's behaviour
- B: Explore how to prepare and support children through transition and significant life events
- B1: The impact of transition and significant life events
- B2: Support transition and significant life events
- C: Support and promote children's positive behaviour
- C1: Support and promote positive behaviour
- Chapter 8: Working with Parents and Others in Early Years
- A: Explore partnership work with parents in early years settings
- A1: The impact of parental rights, views and experiences on partnership work
- A2: Approaches to effective partnerships with parents
- B: Explore partnership work with colleagues and other professionals in early years settings
- B1: Approaches to effective partnerships with colleagues and other professionals
- C: Demonstrate effective partnership work with parents and others in early years settings to meet the needs of children
- C1: Demonstrate effective partnerships with parents
- C2: Demonstrate effective partnerships with colleagues and others
- Chapter 9: Observation, Assessment and Planning
- A: Understand the importance of observation, assessment and planning in work with children
- A1: The importance of observation and assessment
- A2: Planning for children's development
- B: Carry out and record observations of children to make accurate assessments
- B1: Observation recording methods
- B2: Carry out and record observations of children
- B3: Make accurate assessments of children
- C: Create, implement and review activity plans for children
- C1: Create activity plans
- C2: Implement activity plans
- C3: Review activity plans
- Chapter 10: Reflective Practice
- A: Understand the purpose of reflective practice in relation to improving early years provision and practice
- A1: How early years professionals use reflective practice
- B: Investigate theories and approaches for reflective practice
- B1: Theories for reflective practice
- B2: Approaches to reflective practice
- C: Develop reflective practice skills in an early years setting
- C1: Reflective practice skills
- C2: Demonstrate reflective practice skills
- Chapter 11: The Early Years Foundation Stage
- A: Understand the legal status, principles, themes and aims of the Early Years Foundation Stage
- A1: The legal status of the Early Years Foundation Stage (EYFS)
- A2: Principles, themes and aims of the EYFS
- B: Examine the learning and development and assessment requirements of the Early Years Foundation Stage
- B1: Learning and development requirements
- B2: Assessment requirements
- C: Examine the safeguarding and welfare requirements of the Early Years Foundation Stage
- C1: Safeguarding and welfare requirements
- D: Apply skills to support children's progress towards early learning goals and to meet safeguarding and welfare requirements of the Early Years Foundation Stage
- D1: Support children's learning and development towards early learning goals
- D2: Support the safeguarding and welfare requirements of the EYFS
- Glossary
- Index
- Back Cover
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