CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years. AC 1.1 Identify resources for children in relation to supporting cognitive development. AC 1.2 Explain the role of cognition in a child’s learning. AC 1.3 Reflect on strategies to promote cognition. © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator Starter activity LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.1] Time: 15 mins Do you like to try to solve puzzles and work out problems? Consider: Quizzes Sudoku Angry Birds Word searches Puzzles Spot the difference Board games. © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator Resources to support cognitive development We are surrounded by resources that will support cognitive development. Anything that encourages a child to think, problem-solve, discover, explore or experiment will support their cognitive development. Resources must be age and stage appropriate but there is no limit to what can be used to support cognitive development. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.1]

CACHE Level 3 Early Years Educator Group activity Time: 15 mins Create two spider diagrams to show resources that support cognitive development. Spider Diagram 1 Commercially produced resources Puzzles Posting toys. Spider Diagram 2 Everyday or naturally available resources Fallen tree trunks Pots, pans and dried pasta. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.1]

CACHE Level 3 Early Years Educator The role of cognition in children’s learning Children need to be presented with opportunities to develop their cognitive skills as this will support their ability to learn. Opportunities, experiences and activities that encourage children to problem-solve will help them learn to make sense of the world. When exploring and discovering through play children learn to predict and understand concepts like cause and effect. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.2]

CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Describe one activity or experience where you have seen children learn through exploration or discovery. Consider: Water tray Cooking Construction activities Puzzles. What did the child learn? © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.2]

CACHE Level 3 Early Years Educator Strategies to promote cognition It is important that children are surrounded by an attractive, stimulating and friendly learning environment. This will include resources to stimulate the senses, displays to encourage children to ask questions and activities which provide challenge. It should encourage children to think laterally and solve problems. The practitioner should provide flexible and open-ended activities which are practical, challenging and play based. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator Strategies to promote cognition Children should be given time to work things out for themselves. Practitioners should not be tempted to ‘jump in’ and help a child to problem-solve before they have had time to try it out. Children will become dependent on adults around them if they are not encouraged to think for themselves. Children need to know that it is alright to give something a go and it will not matter if something does not work first time. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins Does your setting provide opportunities for children to work things out for themselves? Consider: Making choices Problem-solving Trial and error Cause and effect. When should a practitioner step in to support a child? © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator Strategies to promote cognition As well as giving children time to problem-solve it is important that practitioners know when to step in and support a child. A child who is left too long with a problem they cannot solve may become frustrated, despondent or upset. Even if a child is struggling and a practitioner decides to step in they should not take over. Practitioners can use this opportunity to support a child’s cognitive development by offering suggestions and not just an answer to the problem. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator Reflection activity Time: 15 mins Can you balance when to stand back and let a child solve their own problems, and when to step in to support them? Consider: A child who does not know what to choose next A child who cannot make a puzzle piece fit A child who is obviously upset because they cannot make something work. What would you say when supporting the child? © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator Extension activity Time: 15 mins A new student at the setting keeps stepping in to help all children with everything they do. How would you explain the benefits of children trying to work things out for themselves? Consider: The age and stage of the children Remaining professional and polite Leading by example. © Hodder & Stoughton Limited LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years [AC 1.3]

CACHE Level 3 Early Years Educator In this lesson we have learnt that: There are opportunities all around us to support a child’s cognitive development. When children are presented with opportunities to think and problem-solve they will learn to work things out for themselves. Children should be challenged but supported according to their age and stage of development. © Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator 1.List four commercially available resources and four everyday opportunities that will support cognitive development. 2.Describe what a child will learn from a posting toy activity. 3.When should a practitioner step in to support a child to problem-solve? © Hodder & Stoughton Limited