Overview
Your life’s mission is to shape the future of the next generation. That’s where TQUK Level 2 Diploma for the Early Years Practitioner (RQF) comes in. With this diploma, you will have fundamental knowledge of how to access and engage with children aged from 2 to 5. With specialist skills in your repertoire, you will be able to utilise your students’ full potential by engaging them in classroom activities. You will be able to speak with children at their understanding level and help them flourish in demonstrating their understanding of subjects. In your safe environment, special needs children will be able to develop their interpersonal skills to be a part of society.
Our TQUK Level 2 Diploma for the Early Years Practitioner (RQF) is an Ofqual regulated qualification awarded by TQUK, a recognised awarding organisation. Your diploma will be professional and accredited, with exclusive course materials that are available and accessible 24/7 at any time from anywhere in the world.
Completing this TQUK Level 2 Diploma for the Early Years Practitioner (RQF) course will open many doors of opportunity for you and equip you with the most sought-after skills of early childhood education.
Benefits you will gain
- Online learning materials of the highest quality
- Platform availability 24 hours a day, 7 days a week
- An easy-to-use online learning platform
- Flexible studying
- Recognised qualification
- Outstanding client service
Qualification
TQUK Level 2 Diploma for the Early Years Practitioner (RQF)
Description
The TQUK Level 2 Diploma for the Early Years Practitioner (RQF) course consists of nine units, with mandatory 46 credits
In here you will:
- Learn communication and information management in child care
- Learn to develop decision making skills
- Supporting activities, purposeful play and educational programmes
- Understand child development
- Gain in-depth knowledge of resource management in child care
- Learn safe-guarding and protection in child care
Qualification Purpose
The all-encompassing TQUK Level 2 Diploma for the Early Years Practitioner (RQF) course aims to help managers and leaders master the information and skills they require to work seamlessly in child care.
Who is this course for?
The TQUK Level 2 Diploma for the Early Years Practitioner (RQF) course is specially developed for those who desire to work as a qualified leader or manager in child care.
Entry Requirements
There are no specific entry requirements however learners must be in a job role appropriate to the chosen units.
The recommended minimum age for this qualification is 19 years and above.
Progression
After completing the TQUK Level 2 Diploma for the Early Years Practitioner (RQF) course, learners can progress to higher levels of education in the social care sector or to other parts of the sector, such as going from advanced practice to residential management for children, or moving to the Children and Young Peoples Workforce sector or the Health sector.
Total Qualification Time
Total Qualification Time consists of GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor. The credit value, where given, for a qualification is determined by TQT, as one credit corresponds to 10 hours of learning.
Total Qualification Time for this qualification is 455 hours.
This is an estimated total length of time that a learner will typically take to achieve and demonstrate the level of attainment necessary for the award of the qualification and attain all learning outcomes.
Guided Learning Hours
These hours are made up of all contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other
appropriate provider of education or training.
Guided Learning Hours for this qualification is 300.
Method of Assessment
The assessment tasks are made up of a few short assignments that you must complete in order to demonstrate general reading while referencing your work.
The web portal is used to submit all assignments.
Career Path
- Head of Child Social Care
- Residential Manager – Child Residential Care
- Care Manager Trainer
Course Curriculum
- 56 sections
- 112 lectures
- 00:00:00 total length
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Induction Form 00:00:00
Induction Form -
Registration Entry Form 00:00:00
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Understanding the roles of other professionals 00:00:00
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The impact of childcare workers’ attitudes and behaviour on children 00:00:00
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The expected role of staff and volunteers 00:00:00
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Roles and Responsibilities of your team 00:00:00
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Responsibilities of the child care practitioner 00:00:00
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Use of Technology in Early Years Settings 00:00:00
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Specific Policies and Procedures that needs to be Accessed 00:00:00
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Responsibilities as an Early Years Practitioner 00:00:00
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Getting started with policy and procedure 00:00:00
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Accountabilities in Terms of Organisational Policy and Procedures 00:00:00
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Accessing Own Workplace Policies and Procedures 00:00:00
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Importance of reflective practice 00:00:00
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Identifying tools 00:00:00
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Continuing professional development 00:00:00
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Receiving Constructive Feedback on Own Performance 00:00:00
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CPD and Feedbacks to Identify Career Opportunities 00:00:00
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Continued Professional Development Plan 00:00:00
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Continual-Professional-Development-Record 00:00:00
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Assignment: Understand the Role of the Early Years Practitioner 00:00:00
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Organisation’s policies and procedures relating to health and safety 00:00:00
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Keeping your children safe 00:00:00
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Health and Safety at Work Act 1974 00:00:00
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Guidance relating to security in childcare 00:00:00
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Risks and hazards associated with off-site trips 00:00:00
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Risks and hazards associated with any workplace 00:00:00
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Identifying Risks and Hazards 00:00:00
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Identifying hazards in a childcare centre 00:00:00
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Hazard and Risk Assessment 00:00:00
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Requiring urgent medical or dental attemtio 00:00:00
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Reporting procedures to be followed in the event of a medical or non-medical incident 00:00:00
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Actions to be taken in a non-medical incident 00:00:00
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Use personal protective equipment appropriate 00:00:00
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Safely dispose of waste 00:00:00
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Hand-washing procedures 00:00:00
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Food safety regulations 00:00:00
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Deal with spillages promptly and safely 00:00:00
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Responsibility relating to handing of medication 00:00:00
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Organisation’s procedures for handling medications 00:00:00
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Importance of communication with parents 00:00:00
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Use equipment, furniture and materials safely 00:00:00
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Setting specific guidance on the use of equipment 00:00:00
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Find manufacturers’ guidance and instructions on how to use specific equipment 00:00:00
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The signs and symptoms which do not indicate a common illness or allergy 00:00:00
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Signs and symptoms which may indicate that a child is injured 00:00:00
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Signs and symptoms of common childhood illness 00:00:00
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Signs and symptoms of an allergic reaction 00:00:00
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Encourage children to be aware of their own personal safety 00:00:00
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Encourage children to be aware of the safety of Others 00:00:00
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Develop personal care routines with children 00:00:00
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Children are aware of their own role in implementing the security procedures 00:00:00
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Assignment: Health and Safety in a Childcare Setting 00:00:00
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Keeping children safe in education 00:00:00
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Equality Act 2010 00:00:00
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Children Act 2004 00:00:00
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Children Act 1989 00:00:00
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1.1 Outline the key points of legal requirements and guidance relating to safeguarding and security in a childcare setting 00:00:00
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1.2 Explain the purpose of the General Data Protection Regulations 00:00:00
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1.4 Summarise guidance on promoting the welfare of children 00:00:00
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Risks and Possible Consequences for Children Using the Internet 00:00:00
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Policies and Procedures to Protect Children 00:00:00
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Policies and Procedures Relating to Safeguarding Babies and Young Children 00:00:00
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Policies and procedures relating to online safety for young children 00:00:00
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Types of Confidential Information Which is Processed and Held in a Childcare Setting 00:00:00
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Procedures to Follow in the Event of a Security or Safeguarding Procedure Being Breached 00:00:00
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Own role in relation to safeguarding and security of children and babies 00:00:00
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Implementing security procedures during drop-off and pick-up times 00:00:00
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Examples of when confidential information is processed and how confidentiality is maintained 00:00:00
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The signs that might indicate that a child is being affected 00:00:00
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The examples of abuse might affect children 00:00:00
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Suspecting Whether a Child is in Danger or Harm 00:00:00
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Roles and Responsibilities of Professional When a Child is in Risk or Harm 00:00:00
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Protecting Children’s Collaboratively 00:00:00
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Actions to take in response to concern that a colleague is failing to comply with safeguarding procedures and harming, abusing or bullying a child or baby 00:00:00
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Assignment: Safeguarding in a Childcare Setting 00:00:00
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How Children Learn 00:00:00
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How babies’ and young children’s learning and development can be affected by their stage of development, wellbeing and individual circumstances 00:00:00
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Holistic Development 00:00:00
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Contribution to holistic development 00:00:00
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Expected patterns of further development in children aged 5 00:00:00
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Expected patterns of development for children and babies 00:00:00
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Transitions and their impact on child 00:00:00
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Supporting children through transitions and significant life events 00:00:00
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A range of transitions and significant life events which might be experienced by a baby or young child 00:00:00
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The Significance of Attachment for Babies and Children 00:00:00
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The Term ‘Key Person’ in the Context of Babies and Children 00:00:00
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Examples of common 00:00:00
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The Role of the ‘Key Person’ in Supporting a Child’s Development 00:00:00
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The ‘Key Person’ Positively Influence the Learning and Development Processes of a Child 00:00:00
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Assignment: Understand Child Development 00:00:00
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Non-verbal communication with children 00:00:00
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The ability to adapt verbal communication with children 00:00:00
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Appropriate ways to communicate with babies and young children 00:00:00
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Supporting the learning and development process 00:00:00
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Extending the development of children 00:00:00
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Communication with distressed children 00:00:00
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Bilingual children 00:00:00
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Children with delayed speech 00:00:00
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The Significance of Attachment for Babies and Children 00:00:00
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The Term ‘Key Person’ in the Context of Babies and Children 00:00:00
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Examples of common 00:00:00
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The Role of the ‘Key Person’ in Supporting a Child’s Development 00:00:00
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The ‘Key Person’ Positively Influence the Learning and Development Processes of a Child 00:00:00
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Communicate and exchange information with parents 00:00:00
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Methods of communication in sharing information with adults 00:00:00
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Assignment: Communication With Children 00:00:00
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Statutory Framework for the early years practitioners 00:00:00
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Learning and Teaching through Play 00:00:00
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Benefits of Play 00:00:00
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Fostering Enabling Environments 00:00:00
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Early Childhood and Holistic Development 00:00:00
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The Characteristics of an Enabling Indoor Play Environment 00:00:00
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The Characteristics of An Enabling Outdoor Play Environment 00:00:00
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Inclusive and Stimulating Environment 00:00:00
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Review play activities 00:00:00
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Planning Materials for Play and Learning 00:00:00
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Encouraging Children to Clean up Independently 00:00:00
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Observations, Assessment and Planning 00:00:00
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Value of Observation 00:00:00
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Children Playing Activities 00:00:00
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Outcomne of Assessment 00:00:00
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Information Sharing 00:00:00
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Sharing Concerns_ If You Suspect a Developmental Delay or Autism 00:00:00
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How to Support Early Language Development 00:00:00
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Helping Your Child to Read and write 00:00:00
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Developing Practitioners’ Understanding of How Children Learn Mathematics 00:00:00
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Assignment: Supporting Activities, Purposeful Play and Educational Programmes 00:00:00
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Guidance for The Care and Education of Children With Special Educational Needs and Disabilities 00:00:00
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Key Points of Guidance Relevant to the Care And Education of Children with Special Educational Needs And_or Disabilities. 00:00:00
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Define the Term ‘Partnership Working’ 00:00:00
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Work with Parents_Carers to Support Children with Special Educational Needs and Disabilities 00:00:00
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Agencies and Professionals Involved in Supporting the Care and Education of Children with Special Educational Needs and Disabilities 00:00:00
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Stages of Providing Individual Care in Line with the Graduated Approach 00:00:00
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The Importance of Including Child or Baby Participation in the Plan for their Care 00:00:00
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Work in Ways that Value and Respect the Developmental Needs of Individual Babies and Children 00:00:00
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Range of Equipment and Specialist Aids to Support Children with Special Educational Needs and Disabilities 00:00:00
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Resources to Help Support Children with Special Educational Needs and Disabilities 00:00:00
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Use Specialist Aids, Equipment and Resources Safely 00:00:00
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Assignment: Supporting Children With Special Educational Needs Microsoft Word Document 00:00:00
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Roles and Responsibilities of Statutory Agencies and Professionals that Support Childcare Settings 00:00:00
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Roles and Responsibilities of Non-Statutory Agencies and Professionals that Support Childcare Settings 00:00:00
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The Role of Family and Carers in Early Years Development 00:00:00
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Collaborating with Colleagues, Other Professionals and Agencies to Meet Young Childrens’ Needs 00:00:00
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Collaborating with Parents and Carers to Support Their Child’s Health, Wellbeing, Learning and Development 00:00:00
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Impact of an unhealthy lifestyle and poor diet on a child 00:00:00
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Signs and symptoms of an unhealthy lifestyle or poor diet in a child or baby 00:00:00
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Impact of particular vitamin or mineral deficiencies on children development 00:00:00
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The dietary guidance for babies and young children 00:00:00
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Importance of healthy balanced diet 00:00:00
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Physical activity for children 00:00:00
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A range of healthy and balanced meals, snacks and drinks for children at various ages between 0 and 5 years old 00:00:00
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Indoor and outdoor physical activities for children aged 0 00:00:00
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Spontaneous activities for children aged 0 00:00:00
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Sharing information with parents and carers about the importance of a balanced diet and physical exercise for their children 00:00:00
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Guidelines for looking after teeth in children aged 0-5 years old3 00:00:00
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Sharing information with parents and carers about the importance of looking after their children’s teeth3 00:00:00
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A range of children between the ages of 0 and 5 years old to eat 00:00:00
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A range of children between the ages of 0 and 5 years old to toilet 00:00:00
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The ability to care for children 00:00:00
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The ability to ensure proper rest and sleep for children 00:00:00
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Submit Your Assignments 00:00:00
Private
This course includes:
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Access:1 Year access
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Level: