Unit 2 pp2

Unit 2 Children’s Health and well-
being

Starter Activity
Teenager Daniel Bartlam jailed for killing
mother with hammer
Bartlam, who was 14 when he beat his mother to death and burned her body, sentenced to
minimum of 16 years
Read through the
article
Why do you think
Daniel did this?
Did he have a
secure relationship
with his mother?

LO1 Understand children’s needs in relation to emotional well-being.
• Explain the process of attachment in babies and young children and
the role of the key person D1
• Describe how attachment theory relate to the development of
secure relationships D1
• Describe the importance of attachment in relation to emotional
well-being D1
• Explain the role of the key person to work in partnership and
develop relationships with children D1
• Analyse the impact of secure relationships on a child’s well-being.
A1
© Hodder & Stoughton Limited

D1
• Children’s emotional development and well-being are closely linked
to both social and behavioural development.
• If a child is emotionally stable and secure, they are more likely to
develop socially – which in turn will have a positive impact on the
emotional and the behavioural development.
• How safe and secure a child feels impacts on all areas of
development, but particularly on their emotional well-being.
Maslow recognised the importance of this when creating his
hierarchy of needs.
• Emotional and social development strengthen a child’s happiness
and well-being. The first relationships that they form will have an
impact on the rest of their lives.
https://www.youtube.com/watch?v=Iucf76E-R2s
Introduction

https://www.youtube.com/watch?v=kwxjfuPlArY
1) what attachment behaviour could be shown?
2) what did Bowlby say children were seeking other than to be fed?
3) what did Bowlby say about children’s outcomes?
4) what type of attachment do parents and babies need to make?
5) what did the parent say impacted on her building attachment to her child?
https://www.youtube.com/watch?v
=DnGthYxlu0E
What is a safe haven?
What is a secure base?
What is proximity maintenance?
What is separation distress?

D1
Attachment theorists
• John Bowlby recognised the importance of the child’s first relationships
and developed the theory of attachment. He identified four characteristics
of attachment: proximity maintenance, safe haven, secure base and
separation distress. http://www.simplypsychology.org/bowlby.html
• Mary Ainsworth developed Bowlby’s theories further. She focused on the
distress of the child and developed the strange situation procedure to
identify a child’s reactions to a parent after being left with a stranger.
http://www.youtube.com/watch?v=QTsewNrHUHU
• Harry Harlow experimented with monkeys and stated that they must form
their attachments during the first year of life.
• http://www.bing.com/videos/search?q=Harry+Harlow&FORM=R5FD15#vi
ew=detail&mid=3CFEDB5BBA958DA2AD8A3CFEDB5BBA958DA2AD8A
• James Robertson studied the psychological effects on children who were
separated from their mothers, for example, through hospital stays.
https://www.youtube.com/watch?v=s14Q-_Bxc_U
Theoretical perspectives on emotional well-being

D1
http://www.huffingtonpost.co.uk/enver-solomon/childrens-society-good-
childhood-report-2012_b_1201211.html
Time: 15 mins
You will be given a theorist to research
Prepare a PowerPoint presentation or a poster to explain their
theory and its relevance to the emotional well-being of children.
• How has it impacted on practice in settings?
• Consider any criticisms of the theory.
• Give your presentation to the rest of the class.

D1
Time: 15 mins
• You researched a theorist on attachment and learnt about
others by sharing your presentations with the rest of the class.
• Discuss each of the theories and critically review them.
• What are their strengths and weaknesses in relation to
childcare?

D1
• Bonding with a baby is vitally important, as we have already
recognised. It meets the physiological and safety needs on
Maslow’s hierarchy of needs. A bond can be created through the
day-to-day routines such as bathing, feeding etc.
• The senses are important in developing a relationship with a baby
through touch, eye contact and use of voice.
• A secure relationship is developed through more emotional
connections. This can still be through the regular routines involved
in bonding, but the tie is built through non-verbal cues. The quality
of these cues will determine the quality of the secure relationship.
• https://www.youtube.com/watch?v=Iucf76E-R2s
Bonding, attachment and developing secure relationships

Time: 15 mins
• In groups, discuss each of the four theorists (Bowlby, Ainsworth,
Harlow or Robertson) and relate their theories to practice in your
setting.
• How do you think settings will illustrate the importance of bonding
and secure relationships?
• Referring to the worksheet provided, discuss the scenarios and
relate them to Bowlby’s four characteristics of attachment.
• Critically review each scenario and suggest how you might provide
support for children’s emotional well-being in settings.
D1

D1
Time: 15 mins
Bowlby
• What are the four characteristics of Bowlby’s attachment theory?
• Explain what they mean and consider examples of these characteristics from
placement.
Ainsworth
• There are eight parts to Ainsworth’s ‘strange situation’ – what are they?
• Consider what Ainsworth’s theory tells us about the importance of the secure
relationship on a child’s emotional well-being.
Harlow
• What can we learn from Harlow’s experiments with monkeys about the
importance of the secure relationship?
Robertson
• What impact has James and Joyce’s research had on practice, especially
hospital practice?

In small groups
Evaluate the importance of attachment for
children’s development.

D1
• There are a number of cases of ‘feral’ children. These are children
who have not had the opportunity to form attachments and not
developed the accepted social skills.
• The impact of secure relationships on a child’s emotional well-being
can be evaluated by studying cases where children have lacked
those initial early attachments.
• First relationships usually last for life and form the basis for their
later life. Early attachments provide security and stability, which
provide the child with the confidence to develop and explore the
world.
• https://www.youtube.com/watch?v=dEnkY2iaKis
The impact of secure relationships on a child’s emotional well-being

D1 Directed Study Task
Time: 15 mins
• Research the case of Genie, the ‘wild child’, in preparation for
the next lesson.
• Make notes on how this case relates to the process of bonding
and attachment and the child’s well-being.
• What can be learnt from this case about the importance of
developing secure relationships?

• The theories of Bandura, Vygotsky and Erikson all recognise
the importance of a significant other.
• Bandura focuses on the adult as a role model, Vygotsky
identifies the more knowledgeable other (MKO) and Erikson
recognises that the adult is important in providing confidence
for the child to move through the stages.
• The importance of the adult role has implications for the
practitioner in that they have to ensure that they always
provide a good role model.
• https://www.youtube.com/watch?v=zerCK0lRjp8
D1
The role of the key person

Group activity
Time: 15 mins
• What makes a good role model?
• Discuss the role of the key person – list all
the roles and responsibilities.
• Draw round a member of the group to illustrate the ideal key
person.
• Annotate your illustration.
D1

D1
Time: 15 mins
Choose one of the following aspects and list activities that you, as a
practitioner, could provide to encourage the development of this
aspect within the child:
• Dispositions and attitudes
• Self-confidence and self-esteem
• Making relationships
• Behaviour and self-control
• Self-care
• Sense of community.
Consider how these aspects support a child’s well-being.

Extension activity
Time: 15 mins
Scenario:
You have been working in your setting for three years and you
know all the children and the families very well. However, you
are about to move to a new job in a setting in the same town.
• In your role as a key person, how do you prepare the children
for your departure?
One little girl from your old setting sees you in town, taking some
of your new children to the local shops to buy ingredients for a
cooking activity. She is upset to see you with other children.
• How do you console her and explain this to her?
D1

Assignment Task D1, A1
To achieve D1 you are required to provide leaflet with a clear explanation of the
process of attachment and the role of the key person to show understanding of:
•attachment theory and the development of secure relationships
•the importance of attachment in relation to children’s emotional well-being
•the role of the key person to work in partnership and develop relationships with
children.
To achieve A1 you are required to provide an analysis addition to what you have
written for D1 this must examine the impact of secure relationships on children's
well-being in relation to:
• the impact of attachment
• benefits of effective relationships with the key person for children’s emotional
health and well-being
• potential Implications for child if secure relationships are not experienced in the
early years.
You must make links to theorists and the EYFS to provide a full analysis of the topic.

Summary: plenary activities
1. Consider the importance of bonding and forming attachments for the
child’s development. Can you think of any negative issues?
2. Prepare questions to Interview a key person and ask what their roles
and responsibilities are to ask when you start placement.
3. What are the dangers of the key person becoming more important to
the child than their own parent/carer?
4. What could the practitioner do to avoid this?
5. Plan and lead an activity to promote emotional well-being unit 16 14.4

Starter activity
D2
Time: 15 mins
• What do you understand by the term ‘transitions’?
• What kind of transitions do people have in their lives? List
them.
• How might we be affected by these?
• Write a list of possible positive and negative effects of
transitions.

LO2 Understand the needs of children during transition and
significant events.
• Identify transitions and significant events that a child may
experience. D2
• Discuss potential effects of transition and significant events on
a child’s life. D2
• Explain the role of the early years practitioner:
• in preparing a child for a planned transition
• in supporting the needs of children during transition
and significant life events. C4

D2
Transitions are changes or moves, in this case from one stage of
life to another. The first transition that a child might make could
be moving from home to a child-minder. How these transitions
are handled by both parents/carers and practitioners is very
important for the well being of the child.
Significant events would be experiences in a child’s life that may
affect their development such as the divorce of their parents.
Transitions and significant events

Transition
Think, pair, share different transitions and significant events that
a child may experience.

Pairs activity
Time: 15 mins
From your think pair share activity
• Consider the types of transitions a baby and child might
experience.
• List significant events that a child might experience in their
life.
D2

D2
• Children will often be apprehensive about any changes, leaving the
familiar and moving to somewhere new and unknown. Their
worries may be simple such as ‘where are the toilets?’ or more
deep seated, for example, worrying about bullying. If these
concerns are not recognised and addressed, then a child’s learning
and development may be affected.
• Significant events in a child’s life, for example, the death of a
parent, can have a traumatising effect on a child unless they are
recognised and addressed by the practitioner. The child may not
always display signs of distress, but it is the practitioner’s duty to be
sensitive to the needs of the child and be ready to support them
where necessary.
Potential effects of transition and significant events on a child’s
life

Pairs activity
LO3. Understand the needs of children during transition and
significant events 3.2
Time: 15 mins
Read the article on the Young Minds website entitled ‘Young
Minds in Schools’.
Discuss and answer the following questions:
• Why might some children find it easier to cope with transition
and change than others?
• How important is the concept of attachment when coping
with a transition?
• How might a transition affect a child’s behaviour?

D2
It is very important for the practitioner to prepare the child for the
forthcoming transition. They need to be sensitive to the child’s concerns and
should try to answer all the child’s questions honestly.
There are many ways that the practitioner can prepare the child for the
transition, for example they can:
• arrange visits to the new setting
• use ‘circle time’ to address issues and concerns
• empathise with the children, try to see things from a child-centred point
of view
• ensure that all information is passed on to the child’s ‘new’ teacher
• create effective links with other practitioners, in case follow up support is
needed.
The role of the early years practitioner in preparing a child for a
planned transition

Group activity
D2
Time: 15 mins
In your group, choose one of the activities below. Discuss how you
would support the child in question and devise an action plan.
• You are about to receive a child who has moved from another part
of the country – how do you prepare a smooth transition for them?
• You have a number of children who are moving from your
placement (a nursery) on to a reception class in a different school –
what steps can you take to ensure that you minimise any distress to
them?
• A child’s family is experiencing a break up and a divorce – how
would you support a child through this transition in their life?

D2
• As well as being aware of children’s concerns about transition,
practitioners should also be sensitive to their needs.
• Children may not always voice their concerns, but their behaviour
may be a sign that they are anxious, for example, bedwetting or
regressive behaviours. The practitioner will need to identify exactly
what the child’s needs are – they may need to learn some self-help
or organisational skills, especially if they are moving on to primary
school where there may not be the same level of adult support.
• Children may need to talk about their fears, cuddly toys can be
useful here – the children can address their concerns to the cuddly
toy, e.g. ‘Teddy is worried about changing classes, what are some of
the questions that he has?’
The role of the early years practitioner in supporting the needs
of children during transition

Classroom discussion activity
D2
Time: 15 mins
Josh is about to move from nursery to primary school. He has
previously appeared to be a confident, friendly child. However,
he has, recently, begun to become more ‘clingy’ to his key
person and tearful at the end of the day.
• What fears might Josh have?
• Use these to help you identify his needs.
• Then consider how you can support those needs.

Independent research activity
LO3. Understand the needs of children during transition and
significant events D2
Time: 15 mins
Research innovations that are in place in various settings and
LEAs to support transitions for children.
• Evaluate the innovations and schemes that you have found –
do you think that they are successful or not?
• Make a note of your sources.

Extension activity
Significant
events
D2
Time: 15 mins
Produce a poster with a diagram to show the various significant
events that a child may experience in their early life.
Explain how some of these events may affect the child.

Assignment Task D2, C4
To achieve D2 you are required to provide a written report to include a
discussion of the potential effects of a range of transitions which must
include the identification of:
• planned and unplanned transitions
• significant events a child may experience
• potential effects of transitions and significant events on a child’s life.
To achieve C4 you are required to provide an explanation of the role of the
practitioner in preparing for and supporting children during transitions to
show understanding of:
• meeting children's individual needs in relation to transitions and
significant events
• the role of the key person in supporting children and families
• appropriate sharing of information
• working in partnership with other professionals.

Reflection activity
D2
Time: 15 mins
Prepare a questionnaire with questions about transition to ask
your supervisor at your placement.
Questions could include:
• How do you prepare children for transition?
• What policies and practices do you have in place to support
children through transition?
• Have you ever had to support a child through a significant
event – how did you manage it?

Summary: plenary activities
1. When you have interviewed your supervisor, evaluate the practices that
your setting has in place to support children during transitions.
2. Do you consider their practices robust enough? Why/why not?
3. How would you improve on their practices if you were writing a policy
on how to plan for transitions?

Starter activity
LO3 Understand the physical care needs of children
Time: 15 mins
• Write a sentence to provide a definition of the term ‘routine’.
• List all the physical care needs of children.
• Are some needs more relevant to different ages?
• Group the care needs into different age brackets.

LO3 Understand the physical care needs of children.
• Describe the physical care needs of children. D3
• Explain the role of the early years practitioner during: D3
• nappy changing
• toilet training
• washing and bath time
• care of skin, teeth and hair
• meal times.

• Routines will support the physical care needs of children.
• Routines should provide a predictable and well-ordered
environment, children know what to expect.
• Routines are comforting and provide regularity, especially for
babies as they enable them to adjust to their own body
rhythms.
• For toddlers, routines provide security and they are a way of
teaching children about how to look after themselves.
• The predictability of routines help to reduce anxiety and the
child can develop self-control.
Physical care needs of children
D3

D3
Routines should provide a predictable and well-ordered
environment.
• Nappy changing
Provides the opportunity for parents and practitioners to
bond with babies.
• Toilet training
Encourages children to develop independence.
• Washing and bath time
Shows children how to take care of themselves.
http://www.creativeeducation.co.uk/video/94
Why are routines important for children? (cont’d)

Task
Work in pairs to Complete the tasks
Complete your grid adding what the child’s care needs
are and add the Practitioners role for each task
http://www.nhs.uk/conditions/pregnancy-and-
baby/pages/washing-your-baby.aspx

Now you have completed your care routine tasks
Complete cross word
Reflect on peer assessments from nappy changing activity
Work through toilet training hand out
How would you care for a child’s skin, teeth and hair?
Task D3

Many physical care needs involve intimate personal care.
Practitioners need to consider:
• How to provide respect and dignity
• The welfare of the child.
As well as the above, it is the practitioner’s role to educate the
child, to consider:
• The holistic development of the child – learning to be
independent, making their own choices
• Provide encouragement of independence and making
informed choices.
The role of the early years practitioner
LO3 Understand the physical care needs of children D3

Pairs activity
Time: 15 mins
1 In pairs, discuss washing and bath time routines, care of skin, teeth and hair and
meal times.
• How can you make these routines fun?
• What are you teaching the children in each of these routines?
• What skills are they learning?
• How are they learning to care for themselves?
2 Look at the game cards provided for this session.
• Sort them into positive and negative experiences for the child.
• Explain all the reasons why you have categorised them as such.

Extension activity
Time: 15 mins
Daily routines
1. What is a routine?
2. Give an example of a routine.
3. Give three reasons why routines are important for children.
4. Describe what you would do for a skin, teeth and hair or bath time
routine for a young child.
5. What would theorists such as Bowlby, Skinner and Piaget have to
say about routines? Do their theories support the use of routines
in a child’s life? If so, how?

1. Name four physical care needs children have.
2. Explain the importance of routines in meeting physical care
needs.
3. Describe the role of the practitioner during two different
physical care routines.
4. Outline the routines that you have in your setting.

Assignment Task D3
1. To achieve D3 you are required to complete your grid
adding an accurate explanation of the role of the early
years practitioner in meeting the individual physical needs
of children must be given and include children’s needs for:
• rest and sleep
• fresh air
• food and water
• nappy changing/toileting/toilet training
• washing, bath time, care of skin teeth and hair
• protection from injury and illness.

Starter activity
D4
What are benefits of Rest and sleep ?
Answers on your white board please.

LO3 Understand the physical care needs of children.
• Explain the rest and sleep needs of:
• a baby aged 6 weeks
• a baby aged 7 months
• a toddler aged 15 months
• a child aged 2 and a half years
• a child aged 4–5 years
• a child aged 6–7 years. D4
• Explain safety precautions which minimise the risk of sudden
infant death syndrome. D4

There are a number of reasons why we need to sleep.
Sleep:
• provides rest for the body.
• helps the body to grow and fixes injuries.
• helps the body and brain to develop and grow.
• allows the brain to assimilate all the information it has collected
during the day.
• enables problem-solving.
• is just as important as exercise and healthy eating.
Although sleep is important to all of us, it is even more important to a
baby and young child whose body and brain are forming and
developing all the time.
Why we need to sleep

Pairs activity
Time: 15 mins
Research the rest and sleep needs of one of the following:
• A baby aged 6 weeks
• A baby aged 7 months
• A toddler aged 15 months
• A child aged 2½ years
• A child aged 4–5 years
• A child aged 6–7 years.
Prepare a short talk to give to the rest of the class to explain how
much sleep your child needs and why.
LO3 Understand the physical care needs of children [AC 3.3]

Independent research activity
Time: 15 mins
Research the link between sleep and weight.
• What are the implications?
• What might the practitioner need to do?
• List the sources used.

• As well as sleep, all children will needs periods of quiet time
so that they can rest their minds and bodies.
• There are many activities children can do that will allow them
to rest, such as reading or sitting and completing puzzles.
• Children will get irritable if they do not sleep well and have no
opportunities to rest, this will then impact on their ability to
learn.
Time to rest

Group activity
Time: 15 mins
Describe how you would encourage children to take time to be quiet and rest
during the day.
https://uk.pinterest.com/search/pins/?q=quiet%20time%20activities%20for%20c
hildren&rs=typed&0=quiet%20time%20activities%20for%20children%7Ctyped
• Individual activities
• Group activities
• Quiet areas
• Routine quiet times
• Encouraging a child who is tired or irritable to take time to rest.
Describe the role of the practitioner in encouraging a child to rest.

• Sudden Infant Death Syndrome (SIDS) is also commonly
known as cot death.
• This term is used when an apparently healthy baby dies
without any warning.
• It is very rare, about 250–300 babies in the UK die of it each
year.
• It is more common in boys and babies with a low birth
weight, and is more likely to occur within the first three
months.
• SIDS is more common in winter.
• It is uncommon in South Asian families, although no-one
knows why.
What is Sudden Infant Death Syndrome?

There are a number of ways to help reduce the risk of sudden
infant death syndrome (SIDS) when putting the baby down to
sleep.
• Place the baby on their back.
• Let their feet touch the end of the cot – so they cannot slip
any further down and below the covers.
• Don’t let the baby get too hot – ideal room temperature is
18ᵒC.
• The blanket should be no higher than the baby’s shoulders
and their head should be left uncovered.
• The use of a dummy has been shown to reduce the risk of cot
death.
How to minimise the risk of SIDS

Time: 15 mins
Discuss the safety precautions that can be taken to prevent
sudden infant death syndrome (SIDS) by both parents and
practitioners.
• What precautions should you take in a setting?
• Complete the task what is a safe layout
http://www.lullabytrust.org.uk/safer-sleep
• Design a poster to inform parents of all that they can do to
help prevent SIDS.
• Consider how this information may be different to the advice
given to a practitioner.

1. One child in your setting is regularly restless and difficult to
settle when you put her down for a nap – what should you
do?
2. Describe three activities that would encourage 4–5 year old
children to slow down and rest during the day.
3. What does SIDS stand for?
4. Describe two safety precautions that could minimise the risk
of SIDS.

Assignment Task D4
To achieve D4 you are required to provide a good sleep guide to
inform parents / carers you must include an explanation of the
rest and sleep needs of children from birth to seven years and
consider children’s safety to include:
• changing needs of children as they grow
• implications of interrupted or lack of sleep
• routines for rest and sleep
• research in relation to safe sleeping routines to reduce the risk
of SIDs.

Starter activity
LO4 Understand the impact of the early years environment
on the health and well-being of children C3
Time: 10 mins
With your partner design how your ideal Nursery
should look

LO4 Understand the impact of the early years environment on
the health and well-being of children.
• Describe factors within the early years setting which may
impact upon the health and well-being of children. C3
• Analyse the role of the early years practitioner in maintaining
a healthy environment for children. A2
•

When considering planning for healthy and safe environments, the indoor
and outdoor environment must be included.
Indoor environment
• There needs to be adequate space for the children to move around safely.
• The indoor environment needs to be well ventilated and kept at a suitable
temperature all year round.
Did your nurseries from your starter activities include the above?
Outdoor environment
• The outdoor equipment needs to be checked daily.
• The outdoor space needs to be clear from debris and any items that
should not be there.
• Did your nurseries from your starter activities include the above?
Planning environments to promote health and well-being
on the health and well-being of children C3, A2

Practitioners need to ensure the environment is suitable for the
age and stage of the children who are using it.
• All equipment needs to be suitable for the children who are
using it in order to keep them safe, this will include indoor
and outdoor equipment
• Safety gates and suitable harnesses in highchairs are essential
for the safety of babies.

Produce 3D Nursery
Group 1 0-1 year
Group 2 – 3 years
Group 3 4-5 years (Year R classroom)
Have you considered the indoor and outdoor environment?
Is your room age appropriate justify your reasons why ?

Group activity
Time: 15 mins
Create a list of equipment or activities that would be provided in
setting for children aged:-
• Under 1 year
• 1–2 ½ years (toddlers)
• 3–4 years
• 4–5 years
• Children over 5 years.
Discuss how age and stage appropriate equipment helps keep children
safe.

Individual needs will need to be planned for to ensure all
children are kept healthy and safe.
• Children may have individual health or dietary needs and
these need to be accounted for when planning.
• Some children may have special needs and access or
additional supervision may need to be considered when
planning.

Time: 15 mins
Discuss how settings should meet individual needs with regard to
health and well-being.
Consider:
• Allergies
• Dietary requirements
• Children with physical disabilities
• Children with learning difficulties.
Why do these individual needs have to be considered when planning
with regard to health and safety?
on the health and well-being of children C3,A2

Pairs activity
Time: 10 mins
List potential hazards that could be found in the setting.
Consider:
• Indoor
• Outdoor
• Security
• Personal safety.

Possible
hazards
Broken
equipment
Inadequate
security
Fire
Poor
hygiene
standards
Overcrowding
Food storage
and handling
Clutter

To achieve C3 you are required to produce a staff induction pack to describe a
range of different factors within the early years environment which may
impact on the health and well-being of children to include:
• welcoming environment
• working in partnership
• promoting children's confidence, self-esteem, resilience
• meeting children's individual needs
To achieve A2 you are required to the analysis of the role of the early years
practitioner in maintaining a healthy environment for children should include:
• partnership working with parents/carers
• meeting children's individual needs
• promoting physical and emotional well-being
• inclusive practice.
Assignment Task C3, A2

Starter Activity
Read your Nursery world article discuss and take notes.
Do you think this will help Schools in tackling obesity?

Learning Outcomes
Identify local and national initiatives which promote children’s health and
well-being.
Evaluate national and local initiatives which promote children’s health and
well-being. B3
Evaluate benefits of working in partnership with parents/carers in relation to
children’s health and well-being. A*1

The School Fruit and Vegetable Scheme (SFVS)
• This was introduced in 2004, as part of the 5 A Day programme,
when all children in Key Stage 1 were given a free piece of fruit or
vegetable every day.
Food4Life
• This is part of the Change4Life programme begun in 2009 by the
Department of Health. Its aim is to tackle the issue of obesity.
Free school meals
• Many children have been entitled to free school meals if their
parents have been on benefits; recently the Government has
announced that there will be free school meals for all children in
Key Stage 1 from September 2014.
National and local initiatives for health and well-being
on the health and well-being of children B3

Change4Life
Are you aware of this strategy? Where have you seen evidence of this
strategy? How effective do you think it has been?
Play England
What statements does the ‘Charter for Children’s Play’ make? Has Play
England had an effect on your placement and its provision for play and
exercise?
Local initiatives
How does your local authority meet the challenge of promoting and
providing for children’s exercise? What initiatives can you find out
about?
National and local initiatives for health and well-being

Group activity
Time: 15 mins
In pairs / three’s research a national or local initiative, for example:
• The School Fruit and Vegetable Scheme (SFVS)
• Food4Life/Change4Life
• Play England/Scotland/Wales
• The Government’s plans for free school meals for all Key Stage 1
children
• Free milk in primary schools.
How does this initiative support the health and well-being of children?

• Practitioners need to remember that the parent/carer is the
‘expert’ on their child. It is, therefore, very important for
practitioners to work closely with parents or carers. An open
door policy is helpful in achieving this.
• Parents/carers can update practitioners on any changes in
their child’s health and well-being.
• Parents can help to motivate children. If parents act as role
models, this will have more of an impact on the child’s
behaviour and they will be more likely to have a positive
attitude to health and well-being.
Benefits of working in partnership with parents/carers
on the health and well-being of children A1*

Reflection activity
Time: 15 mins
How do settings involve parents/carers in promoting the health and
well-being of their child? Consider:
• Sharing good practice
• Open events
• 1:1 meetings
• Children as positive role models
• Practitioners as positive role models
How does this partnership benefit the health and well-being of
children?
on the health and well-being of children A1*

Extension activity
Time: 15 mins
Does the SFVS improve children’s diet?
• Find and read through the various evaluations of the SFVS.
• List arguments in support of the SFVS and those which are critical.
• What do you think about the SFVS? Support your answer with
evidence.

1. In one sentence describe what you understand by health and
well-being.
2. Name two national initiatives which promote health and
well-being.
3. Explain two benefits of working in partnership with
parents/carers to promote the health and well-being of
children.

Assignment Task B3, A1*
To achieve B3 you are required to evaluate national and local initiatives must
show that the learner has:
• explored key issues included in national and local initiatives
• evaluated initiatives in terms of how they may/may not support children's
emotional well-being, physical care, nutrition and exercise needs.
To achieve A1* you are required to evaluation must give valid justifications
of the requirements to work in partnership with parents/carers to support
children’s health and well-being and include:
• benefits of working in partnership / appropriate information sharing
• implications of not working in partnership.

Explain what is meant by healthy eating.
Discuss what is meant by
healthy eating
Note down your thoughts
5 minutes

Explain the nutritional value of the main food groups. C1
D5
• Identify the nutritional requirements of children aged: 0-7 years
• Identify vitamins A, B, C, D, E and K
• Describe food and drink requirements in line with current
frameworks
• Identify the advantages and disadvantages of breast / bottle
feeding.
• Demonstrate how to make up formula feeds using the correct
procedures.
• Describe when to wean a baby
• Identify the four stages of weaning

Time: 10 mins
Use your paper to design your own eat well plate
Label your plate and explain the nutrients each food provides.

Time: 10 mins
• Using the table on the worksheet provided, list the five main
food groups.
• Make a list of the foods that would be in each group.
LO5 Understand the nutritional needs of children C1
Name of
food groups
Foods in
each group

Fruit and vegetables
• Source of vitamins and minerals, especially vitamin C
• Should eat five portions a day.
Starchy foods
• Bread, cereals and potatoes
• Should make up about one third of everything we eat
• Main nutrients – carbohydrates, fibre, some calcium and iron, B group vitamins.
Meat, fish, eggs and beans
• Good sources of protein
• Vitamins and minerals such as iron, zinc and B minerals.
Milk and dairy foods
• Good sources of protein and also contain calcium.
Fat and sugar
• Contain vitamins and essential fatty acids.
• Research your given vitamin what is the role in the body ?
Check Your Answers
Explain the nutritional value of the main food groups

Research task the role of vitamins in the body

Group 1 0 -1 year
Group 2 1-2 years
Group 3 2-3 years
Group 4 3-5 Years
Group 5 5-7 Years
Feedback the information you have found ensure you have
added nutrients, vitamins and the role in the body, via padlet
Complete your grid
LO5 Understand the nutritional needs of children D5
In small groups research the nutritional needs of children aged:-

The Early Years Foundation Stage (EYFS) 2012
• Under the Early Learning Goals, one of the prime areas is physical
development and this includes health and self-care and states that
‘Children should know the importance of a healthy diet.’
• How can we provide this?
• Describe food and drink requirements in relation to current
frameworks look at your copy of the statutory framework section
3 3.47, 3.48, 3.49
• Look at national food standards (need for schools to provide fruit
and vegetables)
D5

Group activity
D5
Time: 15 mins
Class debate
Motion: Breastfeeding is always better than bottle feeding.
Divide yourselves into two groups.
• One group will research the arguments in favour of
breastfeeding.
• One group will research the arguments in favour of formula
feeding.
• You will then conduct a debate on the motion above.
• You will need to agree the rules of the debate with your tutor.

• Babies get the vitamins that they need from breast milk or
infant formula milk. But by the time they are six months old,
their need for vitamins increases.
• Babies are born with nutrients that they have acquired while
in the womb; these help to provide some of the nutrients that
they will need. The rest is provided by milk. From 0–4 months,
the best form of nutrient is breast milk/formula-feed/a
combination of both.
Nutritional requirements

• Babies should not be weaned until they are 6 months old. The
Department of Health currently recommends that infants
should be breastfed (if possible) until they are 6 months old.
After this age, breast or formula milk alone will no longer be
sufficient to meet the baby’s nutritional needs.
• Babies will slowly be introduced to age and stage appropriate
food from the age of 6 months and this will include puréed
food with no added salt or sugar.
Nutritional requirements

D5
• It is important to wash your hands thoroughly before preparing
formula feeds.
• Ensure that all equipment you use has been sterilised.
• You should use boiled water at a temperature of 70ᵒC or above, as
this kills off the bacteria.
• Always follow the manufacturer’s instructions.
• After feeding, throw away any unused formula feed.
Preparing formula feeds

Time: 15 mins
• With your tutor, practise making up some formula feeds in the
classroom.
• In pairs, observe and support each other in ensuring that
good hygienic practice is followed.
• Use your hand-out provided to support you with this.
D5

D5
• Babies’ immune systems are not fully developed and so they are
more susceptible to germs and bacteria than we are. Sterilising
feeding equipment is, therefore, vital.
• As soon as the baby has finished feeding, the feeding bottle and
teat should be washed in hot, soapy water.
• All equipment should be washed in cold, clean water just before
sterilising.
• Equipment can be sterilised using any of the following methods –
cold water sterilising solution, steam (microwave or electric
steriliser) or boiling.
• Always follow the manufacturer’s instructions.
• Remember to always wash your hands before carrying out
sterilising procedures.
Sterilising equipment

Empty your formula
Wash your bottle toughly in hot soapy water
Sterilise your bottle using
cold water method
Steam steriliser
Produce a hand out to inform new mothers of the correct way to
make up formula feeds include an explanation of how to sterilise
the equipment after the baby has taken their feed.
D5
Sterilising equipment

Watch the clips note down your thoughts on:-
Baby led weaning https://www.youtube.com/watch?v=JCQeAtLM7EE
Traditional weaning
https://www.youtube.com/watch?v=X_ADZ15a1a4

D5
• Babies get the vitamins that they need from breast milk or infant
formula milk. But by the time they are six months old their need for
vitamins increases.
• Their birth store of iron will be becoming depleted – so an outside
source will be necessary.
• Important points when planning a weaning programme:
• Be patient
• Only introduce one food at a time
• Never leave the baby alone when feeding.
• Liaise with the baby’s parents or carers when planning a weaning
programme.
Explain how to plan a weaning programme (continued)

• Babies need a lot of energy and nutrients as they grow very quickly
in their first year – they will triple their birth weight and their length
will increase by 50%.
• There are four stages to weaning :
Stage 1 6 months
Stage 2 6–9 months
Stage 3 9–12 months
Stage 4 12 months and older
D5
Explain how to plan a weaning programme
Find out about the
suggested foods for
each stage and how to
prepare them.
Don’t forget that you
should liaise with the
child’s parents or carers.
Use the textbook and
the websites provided
to help you.

Produce an information leaflet to give
to new parents/ carers to inform them
of how to wean their baby
Include government guidelines and the
four stages of weaning.
Directed Study Task

Assignment Task C1, D5
To achieve C1 you are required to produce a poster to the explain that you
understand:-
• the main food groups
• the role and function of nutrients and vitamins.
To achieve D5 you are required to produce a table giving information that identifies
the changing nutritional requirements of children birth to 7 years to include:
• benefits of breast feeding
• correct make-up of formula and safe practices (including sterilisation of
equipment)
• weaning process
• the main food groups, nutrients and vitamins and their role in the body
• menus to provide well balanced diet
• food and drink requirements within current frameworks.

• Identify role of the practitioner in meeting children’s
individual dietary requirements
• Describe the impact a poor diet would have on the child
• Explain the role of the early years practitioner in meeting
children’s individual dietary requirements and
encouraging healthy eating. C2
• Explain the impacts of poor diet on children’s health and
well-being in the:
• short term
• long term. B2

• Practitioners need to liaise with parents in order to be aware of any
allergies or specific cultural or religious requirements. They should ensure
that they have regard for these when they are providing snacks or
planning an activity involving food.
• Practitioners should always have regard for the importance of diet to
children’s development.
• They should also ensure that they consider the following:
• Children’s rights
• Welfare of children
• Long-term effects of diet.
What are the benefits of working with parents/ carers to
meet children’s dietary requirements?
The role of the early years practitioner
Understand the nutritional needs of children C2

Pairs activity
Time: 15 mins
What is the role of the practitioner in meeting children’s
individual dietary requirements?
Consider:
• Children’s rights
• Current frameworks
• The welfare of children
• Long-term effects on children
• Providing a good role model.

In the short term, a poor diet can lead to:
• Malnutrition, which can cause poor growth and physical
development – a failure to gain height and weight
• Loss of concentration
• Tiredness
• Increased susceptibility to infections
• Tooth decay – caused by sugary foods
• Bleeding gums
• Poor skin and hair condition
• Obesity.
LO6 Understand the impact of poor diet on children’s health
and well-being B2
The impact of poor diet on children’s health and well-being

Time: 15 mins
Discuss how the short-term issues may have an impact in the
long term.
• Consider how they may impact on a person’s health, mental
and social well-being.
• How can loss of concentration impact on health and
development in the long term?
• What is the difference between malnutrition and under-
nutrition?
and well-being B2

In the long term, a poor diet can lead to:
• Heart conditions, diabetes, and emotional and social
problems, which can all be caused by obesity.
• Weak immune system, osteoporosis and diabetes, which can
be caused by malnutrition.
• Poor health, which may lead to a loss in income, as the adult
may be unable to work.
Remember: eating habits developed in childhood set the
foundations for the habits of the adult.
The impact of poor diet on children’s health and well-being
and well-being B2

• Cultural variations in diet match up activity
Create a poster to highlight:
• benefits of working in partnership with parents/carers to
meet children’s dietary requirements
• medical factors affecting diet; allergies, intolerances, religious
and cultural preferences
• A range of strategies to encourage children to make healthy
choices.
• recognising children's preferences and interests.
Task

Extension activity
Time: 15 mins
1. What is the difference between a food allergy and a food intolerance?
• Research the symptoms of an allergic reaction and what you, as a
practitioner, should do if a child has one.
2. What is anaphylaxis?
• Research this and what to do if a child has an anaphylactic shock.
3. Why is gelatine banned in some religions?
• Research the use of gelatine in sweets.
Identify the role of the practitioner in supporting individual dietary
requirements.

1. Plan a daily menu for a baby.
2. Plan a weekly menu for a pre-school child.
3. Plan a weekly menu for a school-age child (5–7 years).

Assignment Task C2,B2
To achieve C2 you are required to add to your poster to explain the role of the early
years practitioner to meet children’s individual dietary requirements and the use of
strategies to encourage children to eat healthily, to include:
• benefits of working in partnership with parents/carers to meet children’s
dietary requirements
• medical factors affecting diet; allergies, intolerances, religious and cultural
preferences
• a range of strategies to encourage children to make healthy choices.
• recognising children's preferences and interests.
To achieve B2 you are required to provide an explanation of the impacts of poor diet
on children’s health and well-being in the:
• short term
• long term.

Starter activity
Starter - Shake up cards
Pick one of the shake up cards available
In pairs complete the given activity and
note how this may benefit a child in your
care?
Feedback your feeling to the whole group

LO7 Understand children’s need for exercise.
• Identify the benefits of exercise for:
• The respiratory system
• The digestive system
• Social development
• Physical development
• Explain benefits of exercise for children’s health and well-
being. B1
• Plan opportunities/activities for children to exercise. C5

Starter activity
Benefits
https://www.youtube.com/watch?v=U4T8kXRVwTM
Make notes on your post it of our
findings from the clip

Starter activity
Post it B1
Post your answers on the board feedback !
How many benefits have been identified?
Take a photo!

B1
There are lots of benefits to children of regular exercise.
Physical development
• Helps control body fat
• Develops stronger muscles and bones
• Encourages hand/eye coordination.
Social development
• Boosts self esteem
• Develops confidence
• Encourages children to feel good about themselves.
The benefits of exercise for children

B1
Cognitive development:
• improves sleep quality
• boosts memory
• enhances your mood.
Children who exercise regularly are:
• less likely to be overweight
• likely to have more energy.
Exercise will also have long term benefits:
• It can help reduce illnesses such as heart disease, diabetes etc.
The benefits of exercise for children (cont’d)

Lets take a look at the EYFS !
C5
EYFS
Physical development is one of the three prime areas in the
areas of learning and development. The EYFS states that
‘Physical development involves providing young children with
opportunities to be active and interactive, and to develop their
coordination, control and movement.’ (EYFS Framework DFE
2012)
United Nations Convention on the Rights of the Child
The UNCRC recognises that all children should have the right to
an education which develops their physical abilities alongside all
their other areas of development.
The requirements of current frameworks

When you are planning an exercise activity for an outdoor space, you
would need to consider the following:
• Children’s individual needs
• Learning outcomes (what you want the children to learn) – refer to
the EYFS
• The children’s age and stage of development – is the activity age
appropriate?
• Inclusive practice
• Health and safety
• Challenge
• Relevant setting policy and procedures.
Planning activities and opportunities for exercise
LO7 Understand children’s need for exercise C5

Pairs activity
Time: 15 mins
Consider the following questions.
1. How can outdoor provision provide for:
• Challenging children?
• Developing imaginations?
• Providing choice?
• Providing risk?
• Ensuring safety?
2. Do all outdoor activities involve exercise?

Points to consider when implementing your activity:
• Is the activity you have planned age appropriate?
• Is it appealing to children, for example, is it fun?
• What will they learn from this? Are there any other related skills
that they will learn, for example, social skills?
• Does the activity address risk and challenge?
• What resources do you need?
• Are there any children that you may have to make modifications for
(differentiation)?
You should:
• Demonstrate an understanding of the practitioner’s role
• Show how you have considered equality and diversity
• Implement the activity in your setting.
Planning activities and opportunities for exercise

• The age of the children you are carrying out your activity with ?
• What will they learn from this? Are there any other related skills
that they will learn, for example, social skills?
• Does the activity address risk and challenge?
• The resources you will need?
• Are there any children that you may have to make modifications for
(differentiation)?
You should:
• Demonstrate an understanding of the practitioner’s role
• Show how you have considered equality and diversity
Lets Get Planning C5
Use your activity plan to produce an activity to carry out at placement this will form
part of your first observation,
Please ensure that you include:-

Extension activity
Time: 15 mins
Does free-flow play encourage children to exercise more?
• Refer back to the notes that you made during the Classroom
discussion activity.
• Research free-flow play.
• Outline arguments in favour of, and against, free-flow play.
LO7 Understand children’s need for exercise B1, C5

1. Find out about the ‘Wake Up Shake Up’ programme.
2. Explain how you would incorporate this into the daily routine
at your setting.

Assignment Task B1, C5
To achieve C5 you are required to produce three activity plans providing
opportunities/activities for children to exercise for children aged 0-2 years, 2-3
years and 3-5 years that accurately consider:
• age appropriateness
• the potential value and benefits for children
• the role of the early years practitioner.
To achieve B1 you are required to add explanation on your activity plan of
benefits of exercise for children’s health and well-being must demonstrate clear
understanding of benefits for:
• the respiratory system
• the digestive system
• social development
• physical development
• a sense of well-being.

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