Learning Partnerships, Unit Catalogue 2011/12 |
|
 Credits:
| 10 |
| Level:
| Certificate (FHEQ level 4) |
| Period: |
Semester 2 at Wiltshire College |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Learning Outcomes: On completion of this unit the learner will be able to: * Identify and describe the theories of cognitive, emotional and social development. * Explain how the values, beliefs and attitudes of significant others can affect the development of intellectual skills, self-esteem and identity of children. * Recognise and use methods, techniques and processes for devising a stimulating curriculum, which supports and enhances the emotional, cognitive and social development of children. * Identify, evaluate and apply a range of observational methods, recognising that these may be influenced by cultural variations. * Identify and evaluate a range of resources that promote the development of self and non-stereotypical views of children and adults. * Identify and discuss the local and national sources of specialist advice and guidance in relation to children's cognitive and intellectual development. * Determine the range of equipment, materials and books that promote children's intellectual and cognitive development. Skills: The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can: * Assess the social and emotional attainment levels and the needs of each child. * Develop programmes and activities to meet the social and emotional needs of each child. * Develop and implement programmes and activities to support children with behavioural problems. * Monitor children's progress towards learning targets and goals. * Assess, monitor, evaluate and report on children's progress, development and learning. Content: 1. Significant and emerging theories and principles of: a) how children learn and develop, especially related to the personal, social, cognitive and emotional aspects of children's learning and development b) the planning, development, implementation and evaluation of the curriculum for children c) self-reliance, self-image and identity and how they can affect a child's development in a positive, neutral or negative way d) values, beliefs and attitudes and how these can affect the personal, social , cognitive and emotional development of children e) parental and child welfare, rights and legislation f) values of individual and group activities in promoting children's social , cognitive and emotional development g) patterns of behaviour in children which may be symptomatic of poor self-image, or a negative or disturbed sense of identity h) self evaluation and reflection including the effect of self on the children, other people and the environment in which the learner works. 2. Methods, techniques and processes relating to: a) the use of role models to reinforce positive attributes b) how attitudes and beliefs might affect the modification of behaviour c) how family and other values, beliefs and attitudes may affect cognitive development, behaviour, self-reliance, self-image and identity d) how immaturity affects behaviour, self-reliance, self-image and identity e) observational methods including time sampling, target child, naturalistic, etc. and the recording of them, for example, checklists, pre-coded categories, diagrams, etc. f) objective assessment g) the learner's own experiences, values, beliefs and attitudes and how they can affect their own behaviour and objectivity h) devising a stimulating curriculum for social, cognitive and emotional development i) how to develop individual plans linked to the setting's overall curriculum plans and the child's developmental level. j)curriculum requirements and regulations k)developing a curriculum to enhance the intellectual and cognitive development of children play, its use within Early Years provision and practices and its value in the development of children l) the evaluation of the effects of self on practice and the children m) reporting oon the assessment of children's intellectual and cognitive development. 3. Information and facts about: a) how one's own experiences, values, beliefs and attitudes can affect own behaviour and objectivity b) how the system of values, beliefs and assumptions with reference to race, culture, disability and gender affect the way people perceive and interpret the behaviour of others and how this could influence observations and assessments and explanations of child development c) range of equipment, materials and books that promote children's cognitive development, self-identity, image and esteem, and promote non-stereotypical views of children and adults d) the difference between objectivity and subjectivity and its effects on assessments and their recording e) local and national sources of specialist advice and guidance f) data protection and confidentiality and security of information. g) the factors which impact on the learner's ability to integrate new and emerging knowledge and practice into their own practice and for the transference of learning to children h) the national requirements for children within the learner's area of responsibility i) the potential effect of the learner's attitudes, values, behaviour on work with children, parents, colleagues within the organisation and those with whom they need to work from outside the organisation j) the legislation, regulations and guidance about equal opportunities and anti-discrimination. |
| Programme availability: |
AS10048 is Compulsory on the following programmes:Learning Partnerships
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