Understand and apply the best strategies to fulfil and support children’s needs in accordance with the principles of child development across physical, cognitive, emotional, and social domains.
Analyse and implement activities helping and supporting children to develop their skills and reaching milestones.
Evaluate and use developmentally appropriate practices to support children’s growth and learning.
Implement activities to engage families in their child’s education, fostering strong partnerships between home and childcare settings.
Use observation and assessment techniques to evaluate children’s learning needs and make informed decisions about their care and education.
Apply principles of inclusive education accordingly to support children with diverse needs, ensuring all children feel valued and supported.
Design, implement, and maintain safe, inclusive, and stimulating learning environments that promote positive interactions.
Explain different strategies to support learning as well as managing behaviour positively and preventing challenging behaviours.
Recognise and describe developmental milestones in children from birth to school age.
Define different practices and how they can support children’s overall development.
Explain language and communication techniques to be used while sharing information with parents related to children’s progress.
Describe a range of teaching strategies appropriate to support young learners.
Define different teaching strategies and approaches to ensure inclusion and supporting children’s learning process.
Ensure adherence to health, safety, and nutrition guidelines for young children.
Plan in order to support and have a positive impact on children’s learning and behaviour according to their development stage.
Design age-appropriate learning activities that support cognitive, social, emotional, and physical development.
Elect curricula that promote children’s intellectual, social, emotional, and physical development according to children’s individual needs and age.
Choose effective communication strategies when interacting with children and families.
Select appropriate strategies to support and fulfil individual needs.
Identify and manage potential safety risks in early childhood settings, ensuring a safe and nurturing environment.
Course Curriculum
Module 1. Child Development, Safeguarding and Protection (6 ECTS)
Module 2. Supporting Children’s Wellbeing and Mental Health (6 ECTS)
Module 3. Health, Safety and Nutrition in Early Years Settings (6 ECTS)
Module 4. Inclusive Practice and Supporting Diverse Needs (6 ECTS)
Module 5. Partnerships with Families and Other Professionals (6 ECTS)
Age Requirement: Need to be at least 17 years old when the program begins.
Police Conduct Record: Have to provide proof of a clean police conduct record to ensure the safety of children under their care.
Language Proficiency: Good English skills are essential. They should be comfortable communicating in English to engage effectively with course materials, teachers, and fellow students.
Identification Documents: Must have valid identification documents, like an ID card or passport, ready during the application process.
Digital Skills: Basic knowledge of using smartphones and computers is important.
Target Audience
The Award in Childcare and Early Education is designed to provide individuals with foundational knowledge and practical skills to work effectively with young children. The course focuses on essential areas such as child development, safeguarding, and early learning practices, ensuring that learners are equipped to meet the diverse needs of children in their care. It is an ideal entry-level qualification for those seeking to pursue a career in childcare, early years education, or related fields, and offers opportunities for further professional development through specialised or advanced courses. This course is designed to equip students with the essential skills, knowledge, and practical experience needed to pursue further studies at MQF Level 4 and embark on a career as a professional childcarer.
