Part 1

CACHE Level 3 Award in Childcare
and Education
Unit 1: Child development from
conception to seven years
CACHE Level 3 Award in Childcare and Education
Introduction

In the first unit of this CACHE Level 3 course we will explore the way in
which children develop and grow from conception to seven years of age.
This time is of critical importance to life and has a huge impact on a
person’s development and personal attributes that lay the foundation
going into adulthood.

We will look at the different advantages and disadvantages that children
can have from their upbringing and how they impact upon learning and
development. This can include dietary requirements, exercise and the
way in which a child is taught about the world.

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Stages of development from conception to birth

When pregnant, a woman’s body will undergo many different changes
as a fetus develops and a baby grows. There are a huge number of things
which can affect each stage of fetal development and each should be
assessed to ensure that no harm is caused to the growing baby. During
each stage of development, different physical changes take place for a
fetus and a baby will develop very quickly in the 40 weeks of pregnancy.

Weeks 1 – 4

When a woman’s egg is fertilised by sperm it becomes known as a
zygote and the cells will divide time and time again to create a small ball
of cells. During this period the zygote will move down the fallopian tube
to the uterus where it will continue to grow and attach to the blood-rich
lining of the womb. Over the coming months this zygote will continue to
grow and develop into a baby and the entire process takes between 35
and 40 weeks. Doctors will calculate the due date of a baby by working
back to the first day of the last menstrual period of a woman. This is
done because it can often be quite difficult to tell when a woman is
ovulating so using a previous menstrual cycle, which did not result in
pregnancy, will give a definite date to go by.

Weeks 4 and 5

At this point the growing ball of cells inside the womb is called an
embryo and is about the size of a small seed. During this very early stage
the embryo will start to divide into 3 different layers that will later form
organs and bodily tissue. The neutral tube will develop in the top layer
of the embryo and will be the starting point for the brain, backbone and
spinal cord. The middle layer will then contain the early heart and
circulatory system with the final layer housing the beginnings of the
urinary and digestive systems as well as the lungs.

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At this stage the early placenta

and umbilical cord are
preparing to draw nutrients
through the womb and will
soon be able to draw vitamins
as well as take away any waste.
The body will be releasing
specific hormones and
pregnancy will be detectable
through a home pregnancy
test.

Week 6

After 6 weeks the embryo is about the size of a lentil and has a heart
beat of around 150 beats per minute (around twice as much as an
adults). At this point the head of the baby is far bigger than other parts
and small sections begin to be visible which are the early eyes, nose and
ears. Small buds will protrude out from the embryo which are early signs
of legs and arms and the brain will continue to form.

T he hormones of the mum-to-be may start to deviate with more
noticeable mood swings occurring. This is due to the release of
hormones which are helping the embryo to develop.

Week 10

After 10 weeks have passed
since conception, an
embryo is now called a
fetus. Limbs have
developed quite a lot and
the fetus will be very active
despite only being around
3cm long. The vital organs

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(liver, kidneys, intestines, brain and lungs) are now functional but will
continue to grow in size. The head is very large and will be almost half
the size of the fetus as a whole. Small things start to form on the fetus
including fingernails and hair.

Week 16

Over the past 6 weeks the fetus has grown substantially and is now
around 10cm long and weighs about 100g. Over the next 3 weeks the
baby will undergo another growth spurt and double in weight. The baby
will, at this point, have a fully working circulatory system and urinary
tract.

Week 20

The baby is now around
26cm in length and has
grown significantly over the
last month. At this point in
pregnancy a fatty substance
called vernix caseosa will
begin to develop and cover
the baby. This will protect
the skin during such a long
period of time in the
amniotic fluid and will also help during birthing. Whilst the baby is
growing so quickly, a healthy and nutritious diet is even more essential
and will aide the development of the child.

Week 26

Baby is now about 36cms long and will weigh between 700-800 grams.
At this time the baby’s eyes will begin to open and she/he will be very
responsive to sounds and factors in the environment. All the major
organs and features of the baby will now have been created and

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cognitive functions will continue to develop. As ever, a balanced diet is

essential as this gives the fuel for a baby to grow and continue in their
development.

Week 30

Now the baby will be around 40
cm in length and weigh around
1.3 kg. The lungs and digestive
systems will be functioning and
fully developed and the baby will
also be making use of their eyes
and be able to distinguish light
from dark. Around a litre of
amniotic fluid is now present in
the womb but this amount will
decrease as the baby grows and gets larger. Movements of the baby will
be at a maximum and kicks and squirms will be felt and organs will
continue to mature. Baby will start to make use of their bladder which is
good practice for when he/she is born.

Weeks 35 – 40

During the final weeks of
pregnancy, the baby will
move into the birthing
position and may arrive a
little early in some cases. The
baby will be fully developed,
have instincts and be ready
for their first day of life. The
final stages of pregnancy can
be extremely uncomfortable
for a woman but, should a baby be a little late, it is no problem and will
not affect development into the first year of life.

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Healthy eating and pregnancy

Fruit and vegetables provide vitamins and minerals in addition to fibre
and it is therefore important to eat plenty of these foods during
pregnancy. It is recommended that we eat a minimum of five portions a
day (this can include fresh, frozen, canned, dried or juices). Vegetables
should be cooked lightly in water or eaten raw in order to get the
maximum benefits of the nutrients they contain. Fresh fruit and
vegetables should always be washed carefully prior to being consumed.

Protein

When planning for a family it is important for the mother to eat some
protein every day. Good sources of protein are:-

! Meat
! Fish
! Poultry
! Eggs
! Beans
! Pulses

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Choose lean meat and remove any skin from poultry as this contains
excess fats. It is recommended that pregnant women try to eat two
portions of fish per week, one of which should be an oily fish such as
salmon, sardines and mackerel.

Dairy

It is recommended for pregnant women, or those planning to start a
family, eat two to three portions of dairy foods per day. Dairy can be
derived from milk, cheese, fromage frais and yoghurt and all contain
essential calcium and nutrients. Wherever possible, choose low fat
varieties.

Sugars and Fats

As with any diet, only a small amount of sugar and fat should be
consumed as these all contain calories without providing any nutrients
and they can contribute to excessive weight gain and increase the
amount of cholesterol in the blood.

Healthy Snacks

When snacking between meals it is always a good idea to choose healthy
snacks such as fruit, salad vegetables, sandwiches or pitta filled with lean
ham, cheese or tuna, low fat yoghurt, breakfast cereal and fruit juices.

Supplements

Although the foods we eat when following a healthy diet will provide us
with essential vitamins and minerals but it may be necessary when
pregnant to take some supplements such as iron and folic acid. A lack of
iron and folic acid has been linked to pre-term babies and slow fetal
development growth.

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Foods to avoid during pregnancy

Pregnancy affects the immune system therefore the mother to be is
more susceptible to bacteria, viruses and parasites that cause food
borne illnesses. It is important therefore to avoid eating certain foods in
order to eliminate the problems associated with illnesses such as Listeria
and Toxoplasma which can affect the unborn baby and cause serious
health problems. Pregnant women should avoid eating:

! Soft cheese – such as feta, Brie and Camembert as these are made
from unpasteurised milk.
! Certain kinds of fish – such as shark, swordfish and king mackerel as
these are high in mercury.
! Raw fish – such as sushi and shellfish.
! Unpasteurised milk – this will include a number of different milk
products and each should always be checked.

Government guidelines change periodically and it is advisable to check
which foods should be avoided.

Sushi and other types of raw fish should not be consumed while
pregnant due to the risk of bad bacteria

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Antenatal checks

Antenatal care is undertaken during pregnancy with a range of checks
and tests being used to ensure that the baby is growing correctly and
developing in the right way. These tests are designed to help make the
pregnancy safer and protect the wellbeing of both mother and baby.

Weight and height checks

When pregnant, a woman will undergo a number of tests to assess her
weight and height. These are used to calculate your BMI (body mass
index) and it may be that a new mother is told to be careful with their
diet or try to lose a little weight during the early stages of pregnancy
should a doctor have reason to believe that a person’s diet is unhealthy.

These types of checks will often be to establish the health of the mother
and will be used to ensure a woman is in good condition during the early
stages of carrying a baby.

Urine tests

During antenatal appointments women will be asked to undergo a urine
test. This will be checked for a number of things including protein and
albumin which, if found, can indicate an infection and may need to be
treated.

Blood pressure tests

A mother’s blood pressure will also be tested when first pregnant and
will be taken during almost every visit to the doctor during pregnancy. A
rise in blood pressure could be a sign of pregnancy-induced
hypertension and pregnant women should avoid stress as much as
possible which will put pressure on their unborn child.

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Blood tests

Blood tests are very common when pregnant and, despite not being to
everyone’s taste, are performed fairly regularly. These tests are used to
look for a whole range of conditions and will also help to ensure the
health and safety of the baby. Blood tests will help to screen for:

! HIV, Syphilis and Hepatitis b
! Diabetes
! Rhesus disease
! Anaemia
Blood tests will also be used to determine the blood type of the mum-
to-be which is vital information for when they are giving birth should a
blood transfusion be required.

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Amniocentesis

Amniocentesis tests are carried out during pregnancy which will assess if
any abnormalities have occurred, or may occur later in pregnancy. This
procedure is typically carried out between 15 and 20 weeks into
pregnancy and requires a needle to extract a sample of amniotic fluid
which is used to test for abnormalities. Before the procedure is
undertaken, a consent form must be signed and the test can detect a
number of conditions in a fetus such as:

! Down’s syndrome
! Spina bifida
! Sickle cell anaemia

There are a number of things which can increase the risk of an
abnormality during pregnancy including the age of the mother and their
medical history as well as if there are any genetic conditions within the
family history.

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Postnatal checks

Once a baby is born a series of checks will be undertaken to ensure that
both the child and mother are happy and healthy. Usually a check will be
scheduled for around 6 weeks from the date of birth to make sure that
everyone is recovering and progressing correctly. This is a great
opportunity for the mother to ask questions or get help with any early
issues relating to their newborn and tackle these. During a postnatal
check there will be a number of things which are tested such as:

! The weight and length of the baby as well as height and weight of
mum.
! Should any stitches have been required during birth, these may be
checked or removed if needed.
! A cervical screening test (smear test) may be undertaken at this time.

During these checks a mother should tell their doctor if they have any
issues at all. These may relate to:

! Any vaginal discharges or pain.
! If the mother is feeling particularly tired, low or depressed.
! If the mother is having trouble with wind or incontinence.
! Any worries or concerns at all after the birth of the child.

Checks undertaken on a newborn

When taking a child to a postnatal check the doctor will check for a
number things and ensure that the baby is generally healthy. A personal
health record is often started where the weight of the baby can be
monitored. The doctor will also check the baby’s heart, lungs, spine and
genitals have developed as they should and that there are no
abnormalities. A baby may be tested to ensure that they can follow
objects with their eyes and to make sure they are happy and well-fed.

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Apgar Scores

Right after a baby has been born, the very first test that is carried out is
known as the Apgar score. This test will look at the condition of the
newborn and quickly evaluate if any attention is required. Apgar tests
look at:

! Appearance (the colour of skin)
! Pulse (heart rate)
! Grimace (reflexes and responses)
! Activity (muscle tone and movement)
! Respiration (breathing rate and effort)

Each of the above categories will give a score with 2 being the best and 0
being a cause for concern. If a category seems healthy and normal (such
as the baby being active, with a normal respiratory rate and pulse) then
a score of 2 is given. Should the baby seem to be struggling with any
factors such as having little amounts of movement or a slow pulse then
they will score 1 and attention may be required. A score of 0 will
indicate no pulse, responses, breathing or a bluish colour to the baby all
over and will be a major concern requiring medical attention
immediately.

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Blood spot tests

A blood spot (also known as a heel prick test) is normally offered for
newborns at around 5 days old. This procedure involves taking a small
blood sample from the baby and is used to test for any illnesses that
may be present. A special device is used to prick the heel of the baby to
collect four drops of blood on a special card and this is done quickly and
is not invasive in any way. This test will then be used to test for illnesses
such as:

! Sickle cell disease
! Cystic fibrosis
! Congenital hypothyroidism
! Metabolic diseases
The heel prick test is not compulsory and mothers can decide not to
undergo this treatment. However, it is a very good way of screening for
many illnesses and could end up saving a babies life.

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Checks during the first year of life

After a baby is born, mothers are given a Personal Child Health Record
(PCHR) which is a small red book. This is a really handy way of keeping
track of a child’s progress throughout their early life. Sections will be
filled in by GPs, health professionals and parents to show a record of
weight and height as well as all vaccinations which have been given.

Baby reviews

During baby reviews a health visitor may make an appointment to come
and see a child or a child may be taken to a local GP. During this time the
weight of the baby will be measured and any issues can be spotted early.
Advice and help can be given to mothers on a range of different issues
including:

! Bathing and cleanliness of the baby
! Health and nutrition
! Breast feeding
! Postnatal depression
! Physical examinations
! Bonding and parenting skills

Regular visits will often be made to see parents and assess the
environment that the baby is being brought up in. This is a great
opportunity for parents to ask for advice and ensure that they
understand the needs of the child including safety, diet and normal
behaviour.

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Checks on mothers

Checks will be undertaken on mothers shortly after they give birth to
ensure that they are happy and healthy. Typically, mothers will have
tests and scheduled doctors appointments to check for postnatal
depression as this is a common problem and can affect how a mother
bonds with their baby. Around 1 in 10 mothers go through postnatal
depression which can manifest itself through a number of symptoms
such as:

! A persistent feeling of sadness
! Poor sleeping patterns and not being able to sleep even when very
tired
! Lack of energy and enjoyment from the world
! Difficulty bonding with the new born
! Withdrawing from contact with other people
! Poor concentration and decision making
! Very frightening thoughts (such as harming your baby)

Any of the above can be a cause for concern and mothers are likely to
discuss their feelings with a mental health professional should they
require. A range of support is available for new mums who should never
struggle alone or be embarrassed about postnatal depression.
Counseling, psychological therapy and antidepressants can be used to
combat postnatal depression.

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The development of children from birth to 12 months

The development of children is interconnected and therefore
practitioners should not look at individual areas of development but as
development as a whole i.e. holistically. It is important that
practitioners understand the stages of development in order to be
aware if children are not showing typical development. Although no two
children are alike and development will vary tremendously there are
certain expected stages of development that children should reach by
the time they turn a certain age. Regular monitoring and routine
assessment of children will bring any development delays to light and
practitioners may need to plan appropriate activities to help to promote
certain areas of development if a child is showing any delays.

It is important when looking at the development of children that we take
into account all areas for example:

! Physical
! Intellectual
! Language
! Emotional and
! Social

It is not sufficient to simply know that a child can walk or talk at two
years old. We need to know the stages of all areas of development and
how the child is progressing. Although we do have some average
patterns or milestones for comparison and are aware of the ‘normal’
rate of development it is not fair or right of us to expect all children to
be able to walk at 24 months and delays in certain areas of development
will not necessarily mean there is a problem with the child’s overall
development. Although milestones can be useful as a guideline, it is
important that we do not compare children at every level and look to
‘slot’ them into certain stages of development. Children’s development
should always be looked at as a ‘whole’ or ‘complete’ picture.

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Child development

It is accepted that new born babies rely very heavily on their senses.
They are completely reliant on their carer for everything and cannot
fend for themselves. New born babies do however display primitive
reflexes from birth. Primitive reflexes are automatic movements and are
important indicators of the health of the new born baby’s central
nervous system. These include the startle reflex, the walking reflex, the
rooting reflex, the grasp reflex and the sucking reflex.

! The startle reflex – this will show a new born baby moving in a
‘startled’ fashion at the sound of any sudden, loud noises. The baby
will move involuntarily and their arms will be thrown outwards.
! The walking reflex – a new born baby which is held upright with their
feet on a firm surface will begin to ‘walk’ forwards.
! The rooting reflex – when lightly touched on the cheek or the mouth
a new born baby will search for the mother’s breast which he or she
can distinguish through their sense of smell.
! The grasp reflex – when the palm of a new born baby is lightly
touched with an object they will grasp it automatically.
! The sucking reflex – an instinct for survival, the baby will learn to
suck whilst still in the womb and will automatically suck and swallow
when anything is placed in their mouth.

Growth and Development

Birth to eleven months – Babies will start to develop a smile at around
five to six weeks. These smiles will, over the next few months, develop
into something more and the baby will eventually start to laugh.
Although very young babies are trusting and completely dependent on
their carer they will, at around six to nine months, start to develop
feelings of insecurity and, in many cases, they will cry if their main carer
is not within sight. Physically the baby will go from lying on their back
and kicking to being able to crawl, stand and perhaps even walk. By the

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end of the first year babies will be able to focus on objects and recognise
familiar voices, bright colours and shiny objects.

Eight to twenty months – Children between the ages of eight and
twenty months prefer the company of the people they know and have
begun to trust. Around this age children will be able to differentiate the
moods others are in and may even begin to copy them. For example, if
they see someone who is upset they may well begin to cry. This is also
the age when children start to have likes and dislikes and their own
feelings may change often. Physically the child should be able to walk
confidently by the time they reach the end of this age group. By the
time a child reaches twenty months of age they should be able to babble
to themselves and they will start to enjoy music in various forms
including musical instruments.

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Sixteen to twenty six months – Children between the ages of sixteen

and twenty six months will have very strong emotions and often these
emotions will be difficult for them to deal with resulting in tantrums and
outbursts. Physically the child will be able to walk, run and possibly
negotiate stairs two feet at a time.

Twenty two to thirty six months – By the time a child reaches the age of
twenty two to thirty six months they will have developed the ability to
express themselves. This is usually the age when children being to
become uncertain of new situations and may develop a fear of people
they are unsure of. Physically the child will be able to negotiate many
methods of movement including travelling forwards, backwards and
sideways. They may also be able to ride a tricycle. By the time a child
reaches three years of age they will have developed fine motor skills and
be able to hold a pencil and cut paper into pieces.

Thirty to fifty months – At thirty to fifty months emotions may still be
problematic for a child and outbursts and tantrums can still be a regular
occurrence however, the child should be more adept at understanding
their own emotions. They are usually happy to try out new experiences,
however, fear of the unknown can still be present. Physically the child
should be able to catch and kick a ball, climb and balance confidently.
By the end of this stage of development the child will be able to
understand the concept of past, present and future and should be able
to negotiate hand/eye co-ordination sufficiently to build towers
accurately using small building blocks. They may begin to draw pictures
which can resemble things and their language will be developing at a
great speed.

Forty to sixty months – Usually by the age of forty to sixty months a
child will be confident at forming friendships and they may well have a
number of friends. They should be improving in confidence and be able
to concentrate for a reasonable length of time. Physically the child will
have learned how to master simple ball games and hand/eye co-
ordination will have improved greatly. By now children should be able

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to count with confidence and will show an increasing interest of things

around them. They will ask lots of questions and be very inquisitive.

The different stages of play that children will go through are as follows:

0-2 years Solitary play: Most children in this age category will enjoy
playing along.

2-3 years Spectator play: Children aged between two and three years
will enjoy watching what is happening.

2-3 years Parallel play: Children in this age category will play alongside
each other however they will rarely initiate playing ‘together’.

3-4 years Associative play: Children are now beginning to form
friendships and they know their own minds. They have likes and dislikes
and are beginning to play cooperatively.

4-5 years: Co-operative play: Children can now master turn taking and
sharing and are adept at playing cooperatively in a way which supports
each other.

5 years and over Co-operative play: Children can now enjoy more
complex games with rules and understand how to be part of a team.

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Holistic development

The term ‘Holistic Development’ was made popular during the 1960s
and basically refers to the development of a child as a whole. Rather
than looking at one particular area of development, working holistically
takes into account the emotional, physical, creative, spiritual and
intellectual development of a child and how these should be
encouraged.

The holistic approach is often based on allowing children to explore their
environment and does not focus much on simply trying to get children
to memorise facts and learn things by committing them to memory. By
doing this, a practitioner can focus on the development of a child and
see how each area of development is connected to others. This
interconnection of each area of learning can be seen through things like
language and how this links to a range of others such as social
development, reading, writing and play.

Since each area of
development is seen as
connected, it may be that, if
a child struggles with
certain things, there may be
an impact on other areas of
their development. Because
of this, practitioners can use
special screening
programmes that are
designed to pick up any
areas of difficulty that a
child may be experiencing.

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Nature vs nurture

Within childcare there has always been a huge debate between nature
and nurture and which will affect a child more. This is also known as
biological and environmental factors on development. Scientists know
that certain things such as eye colour, hair colour and other physical
attributes come from genetic factors passed on by parents, but the way
in which a child develops and the success that they have can also be
linked to biological factors. The nature theory says that things such as
intelligence, personality, aggression and other characteristics are
encoded into a child’s DNA. This approach has some evidence but can
not account for differences between siblings so it is obvious there must
be other factors which influence development and personal traits.

The nurture theory of child development says that there is a bigger
influence on the development of a child from their environment rather
than genetic factors. Supporters of this theory believe that parents do
not matter for a child and it is upbringing which influences their
development and chances of success. The way that children are treated
and the chances they are given in life will give rise to development that
is strong and ensure children get the best chances to achieve.

The nature and nurture theories both have some credibility but most
people think that both have an impact on development. It is likely that
both nature and nurture will impact upon the life of a child and affect
they way in which children learn and progress.

Rate and sequence of development

Children will all grow and develop at different rates but there will be a
sequence which is found in all developing children. Some aspects of
development simply must follow a sequence- such as a baby learning to
lift their heads prior to being able to sit up or toddlers learning to walk
before running. These sequences of development are typical in all
children and must happen but the rate at which they occur can change.

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Because of this, the rate at which children learn and develop will differ
from child to child and some may be a little quicker in learning new
skills. This rate of development will also be different for all areas of
learning- for example, a child that is 14 months may not be able to walk
but could have a very fast rate of learning speech and be talking at a
standard which is beyond expectations for their age.

When working
with children it is
very important to
note the rate at
which they
develop in all
areas. This will
ensure that a
sequence can be
planned and the
correct
opportunities are accessible when developing. Another thing to consider
is the rate of development and if there may be factors influencing this.
Through investigations into child development you can spot any issues
that may be present and ensure that a child is given additional support
should this be required.

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Factors which affect growth and development

There are many factors which may affect a child’s growth and
development. Some of these factors may be temporary and some
permanent. The factors may range from a cold which results in a
temporary loss of hearing to an illness such as cystic fibrosis which will
affect the child’s growth and development permanently.

Studies have divided the factors which affect growth and development
into three categories:

Antenatal – the time from conception to birth
Perinatal – the actual time of the birth
Postnatal - the time after the birth

Antenatal – Factors can influence and affect the growth and
development of a baby from the minute that it is conceived. The
condition of the mother’s health at the time of conception along with
factors such as whether the mother smokes and drinks alcohol will all
have an effect on the unborn child.

Perinatal – Full term babies are born between 38 and 40 weeks.
Premature babies can be born any time after 20 weeks and many
premature babies will now survive thanks to medical intervention
however small, premature babies can suffer from development delays,
risks of infection and breathing problems.

Postnatal – A child who suffers problems at birth, perhaps through being
deprived of oxygen, may suffer from a number of conditions such as
cerebal palsy and learning difficulties.

It is the responsibility of every child care practitioner in the United
Kingdom to be aware of and have a basic understanding of The United
Nations Convention on the Rights of the Child. The Convention was
approved by the United Nations (UN) in November 1989 and it was

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agreed by the UK government in December 1991 to uphold it. This

means that the UK, along with all the other countries that have ratified
the Convention are legally bound to do what it states and to make all
laws, practice and policy compatible with the Convention.

There are 54 articles in the UN Convention on the Rights of the Child and
Article 32 states that:

“All children have a right to relax and play, and to join in a wide range of
activities”.

Although adults should be available to support and extend a child’s play,
learning and development, it is important that they understand when to
intervene in a child’s play and when to step back and observe. Children
should, wherever possible, be allowed to choose and explore play
opportunities themselves in order that they can self-select and initiate
their own play and learning. They should be allowed freedom without
interruption to enjoy play in their own time and in a manner that they
choose. It can sometimes be difficult for practitioners to know when to
become involved and when to watch and experience will definitely be
beneficial when making these kinds of decisions. Children can often be
self-conscious however, when engrossed in play, they lose these feelings
and can often be observed in a completely different light. It is during
these times that practitioners should participate in child’s play only
when they are invited to do so by the child or children or if a situation
should arise whereby a child may be in danger either physically or
emotionally.

It is, when considering the role of the practitioner in play, a time when
we are probably best exploring some of the pioneers whose work has
contributed hugely to how practitioners, past and present, work with
children and young people. Some of these pioneers, whose work is
hugely respected, include:

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Friedrich Froebel – 1782-1852 Maria Montessori – 1870-1952

Rudolf Steiner – 1861-1925 Margaret McMillan – 1860-1931

Susan Isaacs – 1885-1948

The above pioneers vary enormously in their work from the belief of
Maria Montessori that play was rather pointless for young children and
that encouraging children to have their own ideas before working
through her graded learning sequence was not beneficial to the very
different approach of Friedrich Froebel who invented finger play, songs
and rhymes and encouraged children to take part in arts and crafts.
It is important to remember that as all children are different, so too are
their needs and it is the role of the practitioner to be aware of, and

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respect, the individual needs of each child. Whilst some children

thoroughly enjoy, and actively request, the participation of an adult
during play, other children will visibly shy away from such intervention.
It can at times be difficult for practitioners, particularly those working
with children who are grouped together according to age rather than
their interests or similarities, to meet the needs of all the children. This
may be difficult but it is not impossible and the key is to respect the
child. By showing respect you will not only build on the child’s
confidence, you will encourage them to trust you which will, in turn,
develop a starting point which will make it easier for you to provide for
the child’s intellectual, emotional and physical needs.

There are a number of important issues that practitioners need to
remember – what to do and what not to do!

When providing and supporting a child in play, practitioners need to:-

! Ensure that the environment is stimulating, exciting and welcoming.
! Ensure that children have access to both indoor and outdoor areas.
! Provide a good mix of structured and planned activities.
! Support and extend play in order to encourage learning.

When providing and supporting a child in play practitioners must avoid:

! Having unrealistic expectations of children.
! Restricting children with regard to choice.
! Preventing children from making mistakes.

Practitioners can assist children in play by providing lots of opportunities
for them to talk to and interact with adults whilst taking part in
interesting and stimulating activities. Research has proved that play is
an essential part of a child’s learning and promotes all areas of their
development.

29

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CACHE Level 3 Award in Childcare

Stages of development from conception to birth

At this stage the early placenta

cognitive functions will continue to develop. As ever, a balanced diet is

Healthy eating and pregnancy

Foods to avoid during pregnancy

Blood spot tests

Checks during the first year of life

The development of children from birth to 12 months

Sixteen to twenty six months – Children between the ages of sixteen

to count with confidence and will show an increasing interest of things

Factors which affect growth and development

agreed by the UK government in December 1991 to uphold it. This

respect, the individual needs of each child. Whilst some children

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