Unit6

CACHE Level 3 Early Years Educator
CACHE LEVEL 3
CHILDCARE & EDUCATION
Unit 6 Understanding children’s
additional needs
© Hodder & Stoughton Limited

Starter activity
Time: 15 mins
Discuss what you know about inherited (biological) conditions.
Some of the more common conditions are:
• Colour blindness
• Cystic fibrosis www.bbc.co.uk/learningzone/clips/gene-therapy-and-cystic-
fibrosis/6014.html
• Sickle cell anaemia
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheri
tance/genesandinheritancerev4.shtml
• Brittle bone disease (osteogenesis imperfecta).
One of the less common conditions is that of haemophilia.
Have you had experience of working with children with inherited conditions?
LO1 Understand biological and environmental factors which
may result in children needing additional support

LO1 Understand biological and environmental factors which may
result in children needing additional support.
• D1 Define the terms:
• Biological
• Environmental.
• A1*Analyse the impact of biological factors on children’s
development.

• Genes are passed on to the child from the parents, the growth and
development of the embryo and foetus are controlled by genes.
• The colour of the child’s hair and eyes will be influenced by the
genes of the parents.
• Sometimes a faulty gene will be passed on which can impact on a
child’s development. Abnormal genes can cause abnormal growth.
• There are three types of abnormal genes:
• Dominant gene defects
• Recessive gene defects
• Chromosomal defects.
may result in children needing additional support D1
Biological factors

Examples of inherited conditions:
• Cystic fibrosis
• Muscular dystrophy
• Sickle cell anaemia
• Down’s syndrome.
https://www.youtube.com/watch?v=_8cLt7Ua5wg
Biological factors

The environment includes the setting and surroundings that the child is used
to and is brought up in. It plays a big role in a child’s development and
includes such factors as:
• Living conditions
• Availability of play space
• Housing
• Income and employment.
Research has shown that the amount of mental stimulation that a child
receives by the age of four is vital to their long term development. The quality
of support from the primary carer and the environment all contribute to this.
The home environment is of paramount importance in a child’s development.
Environmental factors

Environmental factors, which can affect children’s development, may
include:
Environmental factors
Pollution – may include:
• air, water and noise pollution.
Poverty – may include:
• poor nutrition
• lack of stimulation
• poor provision for play.
Housing – may include:
• overcrowding
• damp.
Lifestyle – may include:
• smoking
• shortage of play facilities.

Pollution
• Both air and noise pollution can affect children’s development. Air pollution can
affect such conditions as chest infections, asthma and cystic fibrosis. Noise
pollution can lead to a lack of sleep and medical and social problems.
• Water pollution could lead to diarrhoea.
Poverty
• Poverty may lead to poor nutrition which could affect children’s growth.
Housing
• The impact of housing can be linked to poverty.
• Overcrowding and lack of play space can affect social and emotional development.
Lifestyle
• X-rays and passive smoking may cause cancer.
• Shortage of play facilities may lead to lack of exercise.
The impact of environmental factors
may result in children needing additional support D1 A1*

• Certain illnesses and conditions are inherited from the child’s parents.
There are a number of conditions that can be inherited, but the severity
of the condition can vary from child to child.
• Some children may find that they cannot take part in physical activity, e.g.
children with cystic fibrosis may have difficulty with strenuous exercise as
the condition affects their lungs.
• Some children may need adapted resources, for example, worksheets may
need to be photocopied into black and white for colour blind children.
• The impact on the child’s development will depend on the condition, it’s
severity and the quality of support that the child receives.
• It will be very important for the practitioner to ensure that the child
receives the right sort of support.
The impact of biological factors on children’s development
may result in children needing additional support A1*

Group activity
Time: 15 mins
Research the impact of biological factors on child development.
Choose one condition, and:
• Research the condition and the specific effects that it could
have on a child’s development.
• Prepare a PowerPoint presentation to share with the class,
explaining the impact of the condition.

Classroom discussion activity
Time: 15 mins
Present your prepared PowerPoints to the rest of the class.
• Discuss the implications of the condition for the child.
• Discuss the implications of the condition for the practitioner
and the setting.
• How will the response of the practitioner and the setting
affect the child?

Independent research activity
Time: 15 mins
Having shared the PowerPoints and discussed the specific effects that
some conditions may have on children’s development, now research how
biological factors affect development in general, for example:
• Confidence
• Self-esteem
• Social skills
• Physical development
• Language development.
Make notes to share with a partner.

Pairs activity
Time: 15 mins
• Share your research on the
general effects of biological
factors and discuss your
findings.
• Consider all the areas of
development.
• Identify the additional support
that some children may
require.
Child
Communication
and language
CognitivePhysical
Personal, social
and emotional

Reflection activity
Time: 15 mins
Are you aware of any children in your setting receiving additional
support?
What sort of support do the children receive?
• One-to-one with a teaching assistant?
• Group work?
• Support from a peripatetic (visiting) teacher?
Does the practitioner prepare any differentiated work for them?
Do any of the children have inherited conditions?

Extension activity
Time: 15 mins
Design a leaflet to explain the terms ‘biological’ and
‘environmental’ in relation to children’s development.
• Your leaflet should be aimed at students on a childcare course
and newly qualified teachers.
• It should be informative and provide practical examples.

In this lesson we:
 Have learnt that biological factors are the result of genes
passed from parents to child – these can result in certain
conditions which require additional support for the child.
 Have learnt that the environment includes the setting and
surroundings that the child is brought up in.
 Have researched the impact of biological factors and prepared
PowerPoints on one particular condition.

1. Ask your setting if you can see their Special Educational
Needs and Disability policy (SEND) (often just referred to as
the SEN policy).
• What are the aims and objectives of the policy?
• Do they address the biological and environmental
factors which may affect children’s development?

Starter activity
Time: 10 mins
Discuss the environmental factors outlined on slides 3 and 4.
• Consider how they may affect children’s development.
• Consider positive as well as negative results of environmental
factors.

LO1 Understand biological and environmental factors which may
result in children needing additional support.
• A1* Analyse the impact of environmental factors on children’s
development
• C1 describe factors which affect children’s development in
the:
• Short term
• Long term.

Group activity
Time: 15 mins
Using the cards on the worksheet provided, look at the headings
for environmental factors.
• Match the impact cards to the headings.
• Discuss the topics on the impact cards and how they may
affect children’s development.
• Please include activity cards from Unit 3.13 Lesson 2 (LO1) GA

Time: 15 mins
• Research ‘A children’s environment and health strategy for the
UK’ by the Health Protection Agency.
• Refer to the worksheet for this activity and answer the
questions in preparation for the Classroom discussion activity.

Time: 15 mins
Share your answers from your research of ‘A children’s
environment and health strategy for the UK’.
• What does Figure 3.1 show and what can you learn from it?
• Discuss the initiatives that have already been implemented –
how effective do you think they are?
• Compare your ordering of the recommendations – how much
agreement is there?
• Discuss why you may have prioritised in different ways.

Illness and accident can affect children’s development in the
short term. They can mean that a child may be absent from
school and miss out on learning.
• If a child has a contagious illness, they will be excluded from
the setting for the required length of time, but it should not
affect their development in the long term.
• An accident such as a broken leg may mean some absence,
however when the child returns to school they may find that
they are temporarily restricted in the activities that they can
participate in, for example, PE.
Factors which affect children’s development in the short term
may result in children needing additional support C1

Pairs activity
Time: 10 mins
• List contagious illnesses which will result in exclusion from the
setting for a period of time.
• Discuss how a child may feel when they return to school after a
prolonged absence.
• What can the practitioner do to ease the return for the child?

Group activity
Time: 10 mins
Review your research of the biological and environmental factors
from Lessons 1 and 2.
• List the factors which will have a short-term effect on
children’s development.
• Explain what the short-term effects may be.

Lifestyle
Children who do not take much exercise tend to become inactive
adults. Obesity is more common in children who take little exercise.
Nutrition
Poor diet can lead to musculoskeletal problems or cardiovascular
disease. There could be a high risk of weight problems in adulthood,
obesity can result in diabetes and heart conditions.
Eating habits developed in childhood are likely to be continued into
adult life.
Pollution
High levels of air pollution can affect the development of the lungs.
Factors which affect children’s development in the long term

Poverty
Children growing up in poverty are statistically more likely to have accidents,
some of which can have long term effects.
‘Developmental delay in early childhood, particularly delay in speech and
language, is associated with social disadvantage.’
www.endchildpoverty.org.uk/files/Health_consequences_of_Poverty_for_chil
dren.pdf.
Housing
There is a link between poor housing and poverty.
‘There is evidence of a direct link between housing conditions in childhood
and later health problems, or even death, in some studies.’
http://england.shelter.org.uk/__data/assets/pdf_file/0016/39202/Chance_of
_a_Lifetime.pdf
Factors which affect children’s development in the long term

Pairs activity
Time: 15 mins
Research:
Either:
• The factors which affect children’s development in the short
term.
Or:
• The factors which affect children’s development in the long
term.
Make notes and prepare to share them in the classroom
discussion activity.

Time: 15 mins
• Share the research that you carried out in the Pairs activity
with the rest of the class.
• Compile a list of key factors for both the short term and long
term.
• Discuss any similarities between the two lists.

Extension activity
Time: 15 mins
Design one poster to:
• Outline the factors that affect children’s development in the
short term, and explain how the factors affect development.
Or:
• One to outline the factors that affect children’s development
in the long term, and explain how the factors affect.

In this lesson we:
 Have learnt about the environmental factors which can affect
children’s development.
 Have matched environmental factors to their impact on development.
 Have researched ‘A children’s environment and health strategy for the
UK’.
 Have learnt how illness and accident can affect children’s
development in the short term.
 Have discussed contagious illnesses which will result in exclusion from
the setting for a period of time.
 Have considered the factors which affect children’s development in
the long term.
 Have researched factors which affect development in both the long
term and the short term.

1. Conduct further research on air pollution and noise
pollution.
2. Does living next to pylons and mobile phone masts affect
children’s development? Research arguments for and
against.
3. Are there any local issues that you are aware of?
4. Observe any children in your setting who have been absent
for an extended period of time, possibly due to illness. Do
they have any difficulty picking up on learning?

Starter activity
LO2 Understand inclusive practice
Time: 10 mins
Have you ever felt left out?
Discuss with your partner and consider:
• Social groups
• Social events
• Sports teams
• Jokes and stories
• Social media.

LO2 Understand inclusive practice.
• D5 Identify current legislation in relation to inclusive practice.
• D2 Describe what is meant by:
• Equality
• Diversity
• Inclusion
• Discrimination.

Legislation in the UK supports inclusive education.
The Equality Act 2010 requires local authorities to prepare an accessibility
strategy, it states that schools have a duty to make reasonable adjustments.
The Children and Families Bill 2013 seeks to:
• introduce a single assessment process for education, health and care and
include parents of children and young people with SEN in the assessment
process
• replace SEN statements and learning difficulty assessments with an
education, health and care plan for children and young people with SEN
aged 0 to 25 years.
SEN Code of Practice 2013 states that children and young people ‘should also
be involved in discussions about the schools and colleges they would like to
attend.’
Current legislation in relation to inclusive practice
LO2 Understand inclusive practice D5

Other key pieces of legislation in relation to inclusive practice
include:
• Race Relations Act 1976 and 2000
• Children Act 1989 and 2004
• Disability Discrimination Act 1995
• Special Educational Needs and Disability Act 2001.
Many of these have been updated and further strengthened and
are covered by the Equality Act 2010.
Current legislation in relation to inclusive practice

Pairs activity
Time: 15 mins
Research the current legislation which relates to inclusive
practice.
• Make notes – what are the requirements in relation to
inclusive practice?
• Prepare a PowerPoint presentation on current legislation
relating to inclusive practice.
• Give your presentation to the class.

Time: 15 mins
Discuss your understanding of the following terms:
• Equality
• Diversity
• Inclusion
• Discrimination.

Equality: the right that different groups of people have to similar
social positions and to receive similar treatment.
Diversity: including many different types of things or people in
something.
Inclusion: to make sure something is part of something else.
Discrimination: treating a person or particular group of people
differently, especially in a worse way from the way in which you
treat other people, because of their skin colour, sex, sexuality,
etc.
Dictionary definitions

Whilst these terms have dictionary definitions it is important to
know what they mean in the context of working with children and
families:
• Equality – treating children with equality ensure that children
have equal opportunities within the setting. This does not mean
treating all children the same, as some children will need
activities adapted to meet their individual needs.
• Diversity – we live in a diverse society and this needs to be
represented within the setting. We are all different and
difference should be treated with respect and acceptance.
Definitions

• Inclusion – everyone has the right to be included.
Practitioners will promote an inclusive environment where
every child feels valued and respected.
• Discrimination – this can occur for many reasons. People
often feel discriminated against by others because of a
difference. Practitioners will promote anti-discriminatory
practice and will challenge children and adults who
discriminate against others. Discrimination for any reason
cannot be tolerated within settings or the wider society.
Definitions

Group activity
Time: 15 mins
Describe how your setting promotes an inclusive environment.
Consider:
• Activities
• Equipment
• Displays
• Role play
• Books
• Meeting individual needs.

Reflection activity
Time: 15 mins
How inclusive are you?
Consider:
• Your ability to include all children in everything you do
• Your ability to challenge children who are not being inclusive
• Your ability to be adaptable and flexible to ensure all children
can take part to the best of their ability
• Your ability to work with all children equally.

Extension activity
Time: 15 mins
Describe how to deal with a parent/carer who is being
discriminatory about another family within the setting.
Consider:
• How they should be spoken to
• When they should be spoken to
• Where they should be spoken to
• The impact of not challenging discrimination.

In this lesson we learnt that:
 Inclusive practice is a key element of early years practice.
 Practitioners must challenge any form of discrimination.
 Equality, diversity, inclusion and discrimination are keys terms
in childcare.

1. Describe what is meant by ‘equality’
2. Ask your setting if they have a policy on inclusive practice.
What areas does it cover?
3. Make notes on how it affects practice in the setting.

Starter activity
Time: 10 mins
Have you ever felt discriminated against? Discuss with your
partner and consider:
• Your height
• Your age
• Your hair colour
• Your skin colour
• Your voice
• Your confidence levels.
LO2 Understand inclusive practice

LO2 Understand inclusive practice.
• D3 Explain types of discrimination.
• D4 Discuss potential effects of discrimination on children.

There are many types of discrimination
Discrimination is not acceptable
It is against the law to discriminate against others
Discrimination

• Race – race discrimination can occur when someone is
treated differently or unfairly due to their race, skin colour,
nationality or ethnic background.
• Culture – cultural discrimination can occur when an individual
or group of people are treated differently or unfairly due to
their religious beliefs and values.
Types of discrimination

Pairs activity
Time: 15 mins
Describe the resources in your setting that promote an understanding
of different cultures and races.
Consider:
• Books
• Puzzles
• Home corner
• Dressing-up clothes
• Cooking activities.
Are children encouraged to talk about differences?

• Gender – gender discrimination can occur when an individual
is treated differently or unfairly due to their gender, this can
include imposing stereotypical views of males or females.
• Social class - this type of discrimination includes the attitudes
or behaviours of people from different classes, for example an
upper-class individual believing they are better than people
from a lower social class.
Types of discrimination

Group activity
Time: 15 mins
How does your setting deal with children who are unkind to others due to
differences?
Consider:
• A girl who tells a boy to go away because dolls are for girls
• A child who says he cannot play with a particular child because his
mum says the child is dirty and smells
• Jack who tells Harpreet that his name is silly
• A child who says a child in a wheelchair cannot play football because
he cannot walk.

Time: 15 mins
Ask your setting for a copy of the policy for equality and
diversity.
Identify the key points for:
• Identifying types of discrimination
• Actions to take if discrimination occurs
• Involving parents/carers if children are discriminating against
others.

• Children are naturally accepting of others.
• They may be curious about differences – for example, they
may ask why a man in the street has only got one leg, but they
would not naturally judge that man.
• Children learn stereotypical and judgemental views from
those around them.
• If an adult in the family were to laugh at that man in the street
then the child may feel this is acceptable.
Potential effects of discrimination on children

• Discrimination can affect a child in many ways.
• They may feel:
• Isolated
• Scared
• Worthless
• Angry
• Withdrawn
• Unaccepted
• Depressed.
Potential effects of discrimination on children

Time: 15 mins
Discuss how the effects of discrimination identified on slide 10
could impact on a child’s learning and development.
Consider discrimination due to:
• Race
• Culture
• Gender
• Social class.

Extension activity
Time: 15 mins
Create a poster that celebrates inclusive practice.
Use images that reflect the diverse society that we live in and includes
words or phrases that promote inclusive practice.
Consider:
• Race
• Culture
• Gender
• Social class
• Abilities and disabilities.

In this lesson we:
 Have identified different types of discrimination.
 Have discussed how the setting challenges stereotypical or
judgemental views.
 Have identified the potential effects of discrimination on
children.
 Have discussed how this may then impact on a child’s learning
and development.

1. Name three types of discrimination.
2. Define the words ‘stereotypical’ and ‘judgemental’.
3. Do you think it is alright for a child to ask questions about
differences – for example, the one shown on slide 10: ‘Why
has that man only got one leg?’
4. Describe three potential effects of discrimination.

Starter activity
LO3 Understand how personal experiences, values and
beliefs impact on the role of the early years practitioner
when meeting children’s additional needs
Time: 15 mins
Discuss your views on the following scenarios.
• You have a broken arm. You can still get out and about and you are in no
pain, but your family suggest you stay off school/college/work until it is
fully healed.
• A very close family member has died but you carry on with
school/college/work and only have one day off.
• You have a long-term health condition but you do not want anyone to
know because you do not want people to feel sorry for you.
• Your parents have separated and you want everyone to know so that they
understand what you are going through.

LO3 Understand how personal experiences, values and beliefs impact
on the role of the early years practitioner when meeting children’s
additional needs.
• B1 Analyse how personal experience, values and beliefs impact on
the professional practice of the early years practitioner.
LO5 Understand the early years practitioner’s need for professional
and personal support when working with children with additional
needs.
• B2 Reflect on the early years practitioner’s need for professional
and personal support when working with children with additional
needs.

How personal experiences, values and beliefs impact on the
professional practice of the early years practitioner
• The practitioner’s own background and experiences may
provide a useful resource to draw upon.
• The practitioner may have the same or a similar condition to
that of the child with which she is working, e.g. the
practitioner may have dyslexia.
• This will provide a deeper understanding of how the child may
be feeling and the best way to support him.
when meeting children’s additional needs B1

How personal experiences, values and beliefs impact on the
professional practice of the early years practitioner
• The practitioner may have worked with children previously
with a similar condition.
• It is important, however, to see each child individually and not
stereotype or compare, for example, Lisa had the same
condition and she was able to do that activity.
• It is important, however, not to burden the child with values
and beliefs that the practitioner holds but that may not be
helpful to the child, or acceptable to his parents.

Time: 15 mins
Discuss the three case studies on the following slide.
• How would you react in case study 1 based on your previous
experience?
• In case study 2, how might you feel if you were Jenny, and
what might you say or do?
• How might you react to the parents in case study 3 when you
next see them at the setting?

Case study 1
A practitioner has taught a child
from one family with ADHD, she
found him very difficult to
manage.
She is now told that in her new
class next term she has another
child from the same family who
has ADD.
Case study 2
Jenny is a practitioner who has a
mild form of cerebral palsy, not all
the staff in the setting are aware
of this.
A child with cerebral palsy joins
the setting and Jenny hears some
of the staff discussing the child,
moaning about all the extra things
that they will have to do to
support her.
Case study 3
A child at the setting has leukaemia
and would benefit from a bone
marrow transplant.
A suitable donor has been found
but her parents are Jehovah’s
witnesses and do not want her to
have the transplant as it will
involve a blood transfusion and
that is against their beliefs.

Reflection activity
Time: 15 mins
Supporting children with additional needs can be a demanding
and emotionally draining role.
• What personal experiences could you draw upon to support
you in working with children with additional needs?
• How would you ensure that your practice is not affected by
your own values and beliefs?

LO5 Understand the early years practitioner’s need for
professional and personal support when working with
children with additional needs B2
Professional and personal support for the early years practitioner
Supporting children with additional needs can be a demanding and
emotionally-draining role.
The practitioner will need the following skills:
• Patience
• Listening to the child
• Liaising with the parents
• Reflective practice
• Recognise when support is needed and seek it
• Be able to ask for advice and follow it
• Ability to work with other professionals.
It is important for the practitioner to ensure that they care for themselves.

Pairs activity
Time: 15 mins
Discuss when you feel you may need support to work with children
with additional needs.
Consider:
• Support with communicating with a child who cannot speak
• Dealing with a child with extreme behavioural difficulties
• Coping with your own emotions when working with a terminally ill
child
• Understanding how to look after yourself when lifting and carrying
children.

• Working with children with additional needs can be a very
rewarding job.
• Practitioners need to be aware of their own limits and ask for
support if needed.
• A practitioner may need professional support when understanding
how to meet the needs of individual children.
• They may need moral support from colleagues if they have had a
particularly hard day.
• Colleagues will understand what the practitioner is going through.

• Support could be offered from within the setting such as team
meetings or peer observations.
• This may give the practitioner the ability to discuss and observe
how others deal with similar situations.
• It is important that practitioners develop coping strategies when
working with children with additional needs this could include;
letting others know when they are struggling, only working with
certain individuals for short periods of time or having time to
discuss specific situations with a supervisor.
children with additional needsB2

Group activity
Time: 15 mins
Discuss the importance of professional and personal support for
practitioners who work with children with additional needs.
Consider:
• Day-to-day support
• Support following a difficult situation such as a child having a serious
seizure in the classroom
• Access to professional support outside of the setting
• What might be the consequence of this support not being available?
children with additional needsB2

Extension activity
Time: 15 mins
Consider the following case study:
Lyndsay is a practitioner who has always wanted to work with children with
additional needs. As a student, she volunteered at Guideposts and did practices at
two local special schools. She babysat for two young boys who both had a
debilitating, life-threatening condition. Their life expectancy was 8 years old. The
older boy died and Lyndsay carried on looking after the younger boy.
Lyndsay is now a practitioner at a special school.
• How might Lyndsay’s experiences affect her?
• What impact could they have on her future career?

In this lesson we:
 Have considered how personal experiences, values and beliefs
impact on the professional practice of the early years
practitioner.
 Have reflected on our own practice.
 Have discussed case studies.
 Have discussed the types of support available to practitioners
who work with children with additional needs.
 Have reflected on the consequences if this support were not
available.

1. Name two things or two people who have shaped your
current values and beliefs.
2. Describe one experience in your life that has changed your
attitude to certain people or situations.
3. Reflect on one situation when you feel you may need
support to work with children with additional needs.

LO4 Understand the role of early intervention.
• C2 Describe the importance of early intervention when
meeting children’s additional needs.
• C3 Explain strategies for early intervention.
• A1 Evaluate benefits of working in partnership with others to
meet children’s additional needs.

Starter activity
LO4 Understand the role of early intervention C2
Time: 15 mins
Discuss what you would do if you had concerns that a child in
your setting was not meeting their expected stages of
development.
• How would you become aware of a child who was struggling?
• What would be the first thing that you would do?
• How long would you monitor the child’s progress for?
• At what stage would you discuss your concerns with the
parents?

The importance of early intervention
• The government strategy document ‘Removing barriers to
achievement’, states that early intervention is required:
‘to ensure that children who have difﬁculties learning receive
the help they need as soon as possible and that parents of
children with special educational needs and disabilities have
access to suitable childcare.’
• It devotes a whole chapter to early intervention, which
highlights the importance it places on this.

The importance of early intervention
• The report also suggests that early intervention allows some
children to catch up with their peers and others to receive the
support that they need as early as possible in order to avoid
frustration and long term under-achievement.
• The importance of early intervention is also emphasised in
the Common Assessment Framework is introduced, a useful
tool in early intervention.

Time: 15 mins
Research the importance of early intervention.
• Are there any views opposing early intervention?
• Note the strategies that are in place to support early
intervention.
• How effective is early intervention?

Pairs activity
Time: 15 mins
List the reasons for early intervention when supporting children’s
needs.
Consider:
• Stage of development
• Meeting children’s individual needs
• Children’s rights and entitlements
• Equality and diversity
• Early support.
Make notes to share in the Group activity.

Strategies for early intervention
Important strategies for early intervention are:
• a knowledgeable workforce – practitioners who are aware of
developmental stages
• regular observation – knowing what to look for
• good record keeping
• quality liaising with parents
• keeping abreast of current research and initiatives
• The Common Assessment Framework (CAF)
• sharing experience with other practitioners.

Group activity
Time: 15 mins
Discuss the strategies listed on slide 8.
• Do you think there is an order of importance?
• Consider each strategy and discuss all the issues involved, for
example, a knowledgeable workforce will involve training.
• Are there any other strategies that should be included?
• Share your notes about the reasons for early intervention.
• Design a poster to explain the reasons for early intervention.
Include explanations of the strategies involved.

Working in partnership
Key principles of working in partnership with others:
• Listening – it is important to listen to each other
• Respect – show respect to others you are working with and
their different skills
• Strengths – working to and sharing own strengths
• Understanding and honesty
• Good communication
• Defining common goals
• Confidentiality.
LO4 Understand the role of early intervention A1

Time: 15 mins
Discuss principles for working with others to meet and
support children’s additional needs.
• Who might those ‘other’ people be?
• Discuss the principles on slide 10.
• Are any of them more important than the others?
• Are any principles missing?
• What are the benefits of following these principles when
working in partnership?
LO4 Understand the role of early intervention A1

Reflection activity
Time: 15 mins
Discuss:
• The importance of observation skills in identifying children’s
additional needs
• The importance of liaising closely with parents.
Consider:
• How these are used in your own setting
• How useful they are in your own setting.
LO4 Understand the role of early intervention C3, A1

Extension activity
Time: 15 mins
Research the Common Assessment Framework (CAF).
• How does this support the child and their family?
• How does it support working in partnership with others?
LO4 Understand the role of early intervention C3, A1

In this lesson we:
 Have learnt about and researched the importance of early
intervention.
 Have become aware of criticisms of early intervention.
 Have discussed strategies for early intervention.
 Have learnt about and discussed principles for working with
others to meet and support children’s additional needs.
 Have researched the Common Assessment Framework.

1. Ask your supervisor how they draw up plans for a child once
they have identified concerns.
2. Consider the strategies for early intervention. How many
have you observed in your setting?
3. Have you seen any other strategies in use?

Unit6

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