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| nvq 4 childcare learning and development: NVQ Level 3 Children's Care, Learning and Development Penny Tassoni, 2005 |
| nvq 4 childcare learning and development: Children's Care, Learning and Development Kate Beith, 2005 |
| nvq 4 childcare learning and development: Playwork Penny Tassoni, 2001 Written with the aim of giving candidates everything needed to complete the S/NVQ award successfully, this work contains nine mandatory units. Active Knowledge sections in each unit encourage candidates to relate theory to their own practical experience. |
| nvq 4 childcare learning and development: Children's Care Learning & Development Gill Squire, 2007 Covers all core units and a good selection of popular specialist units and includes a range of up-to-date case studies to ensure students see the relevance of theory in real-life contexts. |
| nvq 4 childcare learning and development: Child Care and Education Carolyn Meggitt, Tina Bruce, Julian Grenier, 2012 Exclusively published in partnership with CACHE and up-to-date with the 2012 EYFS requirements, this is the ideal textbook for you if you are taking the Award, Certificate or Diploma in the CACHE Level 3 Child Care and Education qualification. Written by a highly experienced and respected author team, this book focuses on the knowledge and skills you will need to obtain the qualification, and will support you through your assessment and the start of your career. Key features in this edition: - Up-to-date with the requirements of the revised 2012 EYFS - Focused and clear coverage from authors who are respected experts means you can trust the content and know that it is the key information that you need for the course. - Case studies and Practice Tips show you exactly how you can use the knowledge and concepts when you are working. - Progress Check and In Practice features make sure that you have the necessary understanding and preparation to pass your course. - An easy-to-read and friendly writing style keeps the book enjoyable and accessible for all students. - Key Terms features throughout the text for easy reference. |
| nvq 4 childcare learning and development: Integrating Early Childhood Care and Education in Sri Lanka Renu Warnasuriya, Shobhana Sosale, Sangeeta Dey, 2020-11-13 Changes in social and family structures, gender roles, and working environments have led some countries to introduce integrated centers for early childhood care and education (ECCE) for children ages zero to five years, combining the advantages of preschools and childcare centers. ECCE services are becoming increasingly important for countries as a support system for working parents. In countries such as Sri Lanka, where female participation in the labor force is low in comparison with international standards, providing affordable childcare services could also help more mothers to enter the labor market. Responding to the needs of employees, child development centers in the plantation areas in Sri Lanka are already providing integrated childcare services for children in this age group. The increasing demand for affordable childcare services and the growing recognition of the benefits of holistic early childhood development have brought ECCE to the forefront of Sri Lanka’s development agenda. Well-designed ECCE systems can improve the lives of children and families and provide significant advantages to national economies. Access to effective ECCE can equalize learning opportunities by improving school readiness and by putting children on a more equal footing at the primary school level. These early advantages have proved to have a lasting impact, affecting both educational and earning potential in the adult years. The significant income inequalities in countries such as Sri Lanka could be addressed through investment in effective ECCE programs, and enhanced understanding of the benefits and potential long-term impacts of ECCE could help governments tailor programs to ensure maximum return on investment. This study seeks to answer the following questions: Is it more effective to provide early childcare and education services separately or in an integrated manner? Under what conditions would the provision of separate care and education services be more effective? The study provides an analysis of the ECCE environment in Sri Lanka, with recommendations for improvement within the current context. The information presented in the study is a starting point to foster the improved understanding of a complex subject area involving multiple stakeholders. |
| nvq 4 childcare learning and development: Contemporary Issues in the Early Years Gillian Pugh, Bernadette Duffy, 2009-10-21 Written and edited by leading practitioners and researchers in early childhood, this new edition of Pugh and Duffy's highly regarded book provides a critical examination of key issues in the field. The fifth edition is extensively revised to emphasise the role of multi-agency working in responding effectively to the needs of children and families. Written with the new Early Years Foundation Stage and the Early Years Professional Status requirements in mind, the new edition of this best-selling book includes fully updated coverage of policy and research, practice, and workforce issues, as well as four brand new chapters on: - Children's Centres - Health services in the early years - Leading and working in multiagency teams - Quality in early childhood education This book is essential reading for students on early childhood studies courses, PGCEs and early years foundation degrees, and multi-agency team-workers in early childhood services provision. Dr Gillian Pugh is Visitor Professor at the Institute Education and former chief excutive of Coram Family. Bernadette Duffy is Head of Centre at Thomas Coram Centre for Children and families in Camden. |
| nvq 4 childcare learning and development: Progress, Change and Development in Early Childhood Education and Care Elizabeth Coates, Dorothy Faulkner, 2017-10-02 In 2000, the Millennium Development Goals set out targets aimed at creating a safer, more prosperous, and more equitable world. If these goals were to be achieved, children’s lives would indeed be transformed. In this collection, achievements against these targets are identified, with each contributor examining the progress made in early years provision in Australia, China, England, Greece, the Netherlands, Portugal, South Africa, and Sweden. They highlight the priorities and agendas of their respective governments, and focus on the trends and issues which are particularly relevant to each situation, thereby revealing the social and educational inequalities that persist across countries. A common theme running through this volume concerns the political tensions that arise when governments and educators hold fundamentally different views about the nature and purpose of early years education and the needs of children and families. It is clear that although the past two decades have seen many changes in attitude towards the importance of the early years of life; politically, economically, and environmentally, much still remains to be done if the Millennium Development Goals for young children and their families are to be fully met. Despite this, this volume demonstrates that those who work in this area continue to experience a deep concern for the well-being of young children, which transcends cultures, frontiers, and political and sectarian divides. This book was originally published as a special issue of the International Journal of Early Years Education. |
| nvq 4 childcare learning and development: The Textbook of Health and Social Care Darren Edwards, Stephanie Best, 2020-02-24 A comprehensive textbook designed to get you through the entirety of your Health and Social Care BSc degree. Covering all the important topics and pressing issues relevant to Health and Social Care today. The book is split into three parts, starting with the essential areas and core knowledge you will need as you start your degree, these include the sociology and psychology of illness, academic skills, key legal and ethical issues, reflective practice, and the research process. Before moving onto health and social care in practice, highlighting topics such as health promotion, safeguarding children and their rights, and working with people experiencing mental health disorders. The final part covers some of the challenges faced in present day health and social care, looking at social justice issues, legal and ethical considerations, leadership, and health inequalities. All content is supported by practical and reflective features to help you throughout your degree, these include: Interactive activities, real life case studies and examples related to chapter content, links and suggestions for further reading, and answers to key activities and case studies exercises. The perfect companion text for a Health and Social Care degree, or any other course related to the health and social care services. |
| nvq 4 childcare learning and development: Birth To Three Matters Abbott, Lesley, Langston, Ann, 2004-12-01 This text explores the issues of quality education in early years settings including issues of continuity, anti-discriminatory practice, inclusion, safety and future training. |
| nvq 4 childcare learning and development: Leadership and Management in the Early Years Caroline Jones, Linda Pound, 2008-03-16 Early childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children. The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that: Leadership is about influencing others to improve and enhance children’s care, learning and development Leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision Leadership is ultimately distributed, shared and dispersed in early childhood settings These principles are supported by a detailed exploration of the statutory demands made on practitioners working with young children and their families, and reference to relevant literature drawn from both early childhood studies and leadership theories. As well as providing guidance on the roles, responsibilities and tasks facing early childhood leaders, the book features a number of case studies and practical tasks, giving life to concepts and ideas and enabling readers to apply theories and policies to their own work settings. Additional activities at the end of each chapter further support practitioners in fulfilling their leadership and management roles in practice. Leadership and Management in the Early Years is an essential text for early years and early childhood studies students as well as practitioners particularly those who are aiming for Early Years Professional Status. |
| nvq 4 childcare learning and development: Early Years Management in Practice Maureen Daly, Elizabeth Byers, Wendy Taylor, 2004 Fully up to date with the latest information and theories, this text supports students and practitioners working in early years management. |
| nvq 4 childcare learning and development: Early Years for Levels 4, 5 and Foundation Degree Second Edition Francisca Veale, 2020-07-27 Engage learners with this new and fully updated edition that covers core topics across all aspects of Early Years. This comprehensive full-colour textbook will build knowledge and understanding, from traditional theory to cutting-edge research, and from updated legislative and regulatory frameworks, to effective practice examples. - Benefit from the expert knowledge of authoritative contributors, skilfully edited by Dr Francisca Veale. - Content carefully matched to core modules offered on higher level early years programmes. - New and relevant material covering literacy, numeracy and digital literacy. Who is this book for? Early Years for Levels 4 & 5 and the Foundation Degree is an authoritative and accessible course textbook for anyone studying at Levels 4 and 5, whether a Foundation Degree, HNC/HND, the first year of an undergraduate programme or other higher vocational qualifications related to early years or early childhood studies. It is also relevant to those working towards Early Years Professional Status (EYPS) or Early Years Teacher Status (EYTS). |
| nvq 4 childcare learning and development: Early Childhood Education Moncrieff Cochran, Rebecca S. New, 2007-01-30 Early childhood education has reached a level of unprecedented national and international focus. Parents, policy makers, and politicians have opinions as well as new questions about what, how, when, and where young children should learn. Teachers and program administrators now find curriculum discussions linked to dramatic new understandings about children's early learning and brain development. Early childhood education is also a major topic of concern internationally, as social policy analysts point to its role in a nation's future economic outlook. As a groundbreaking contribution to its field, this four-volume handbook discusses key historical and contemporary issues, research, theoretical perspectives, national policies, and practices. |
| nvq 4 childcare learning and development: Independent Schools Yearbook 2012-2013 none, 2013-06-20 The highly-respected book of reference of sought-after Independent Schools in membership of the Independent Schools Council's Associations: HMC, GSA, The Society of Heads, IAPS, ISA and COBIS. |
| nvq 4 childcare learning and development: Professionals in early childhood education and care systems Pamela Oberhuemer, Inge Schreyer, Michelle J. Neuman, 2010-05-19 In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions. |
| nvq 4 childcare learning and development: Good Practice in Nursery Management Elizabeth Sadek, Jacqueline Sadek, 2004 Updated to account for computerized administration systems. Provides suggestions for Continuing Professional Development of staff and managers. Provides up-to-date case studies and examples, which focus on key topics and help apply theory to practice. The new CD-ROM contains over 60 fully editable sample documents to help nursery managers develop practical and reliable systems for their workplace and can be easily adapted to fit individual requirements. The CD-ROM also provides sample job descriptions, contracts and documents covering all aspects of nursery policy. |
| nvq 4 childcare learning and development: PCET Jonathan Tummons, 2019-09-02 This text is an introduction to learning and teaching in the post compulsory sector. Those training to teach in the sector need to understand learning and learners in PCET. This text goes further than other texts in its exploration of the sector. It encourages readers to critically evaluate the context of PCET in the UK and opens up their learning through introducing some global profiles. The text explores learners in the sector, the diversity of the sector, the challenges and some topical contemporary themes. It covers a breadth of content and can thus be used as a general course text for all PGCE (PCET) courses as well as other education programmes. Through pedagogical features including critical questions, teacher and learner voices, links to practice and more, the text provides a resource for all those learning about PCET. |
| nvq 4 childcare learning and development: Play and Practice in the Early Years Foundation Stage Natalie Canning, 2010-11-12 Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child. Organized into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together. Chapters include: - celebrating children′s play choices - ways to work with parents - inspiring environments for inspirational play - the role of play in supporting key relationships - creative play for flexible learning Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development. Useful to all those studying on any Early Years course, the book is particularly relevant to those leading practice in early years settings and those working towards Early Years Professional Status (EYPS). |
| nvq 4 childcare learning and development: Health and Social Care , 1993 |
| nvq 4 childcare learning and development: Parental Rights and Responsibilities Harriet Churchill, 2011 Child welfare, state welfare and parenting issues are high on the UK policy agenda; this timely book examines recent policy developments, parental perspectives about parenting and child-rearing and parental rights to 'welfare state support'. |
| nvq 4 childcare learning and development: Child Care and Development 7th Edition Pamela Minett, 2017-12-04 Deliver a detailed and focused Child Development course with the 7th edition of this textbook from Pamela Minett, designed to cover all the relevant topics in concise and highly illustrated chapters. - Quickly access individual topic areas with concise, focused and clearly laid out chapters. - Build knowledge and understanding with ongoing summative questions at the end of each chapter. - Engage learners with 100s of illustrations and photographs to support understanding of key concepts. - Suitable for all Level 1 and Level 2 specifications. |
| nvq 4 childcare learning and development: Choosing Childcare Ruth Edensor, 2006 Leaving your child in the care of others can be extremely stressful. But knowing that your choice in childcare is right for you and your child makes a huge difference to how you cope with juggling work and home life. Essential reading for anyone wishing to make an informed choice about childcare, the book covers all the different options, both inside and outside the home. It includes the pros and cons of each type of care, key facts such as hours, cost, and qualifications, plus helpful advice on what to look out for and how to interview a carer. |
| nvq 4 childcare learning and development: The A-Z of Careers and Jobs Kogan Page Editorial, 2020-10-03 From accountant to zoologist, this new edition of The A-Z of Careers and Jobs is your one-stop shop for insightful guidance on more than 300 different career areas in the UK. This book is designed to help identify what personal strengths fit to what kinds of work, what skills you should highlight on a CV and what you need to know about each job. This book is a quick and informative way to find out about what jobs and careers are out there, from traditional roles to new opportunities in the digital world. For those looking for their first job after school or university, or for anyone considering a change of career, this book provides reliable and up-to-date advice on a wide range of professions to help you choose the right path for you. The A-Z of Careers and Jobs covers the practical issues you need to understand, such as the extent of job opportunities in each industry, what personal skills are needed, what experience is required, entry qualifications, training, as well as typical earnings and starting salaries. In an ever more competitive and changing job market, information will help maximize your chances of success. This handy and informative reference guide is also a valuable resource for careers advisers working in schools, colleges and universities who need to keep track of new developments - such as new roles and routes of entry, professional associations and exams - to offer the very best guidance to today's job hunters. |
| nvq 4 childcare learning and development: Sure Start children's centres Great Britain: Parliament: House of Commons: Children, Schools and Families Committee, 2010-03-29 Incorporating HC 799-i and ii, session 2008-09 |
| nvq 4 childcare learning and development: Professional Competence And Higher Education Richard Winter, Maire Maisch, 2005-09-30 Based on lessons learned from the ASSET programme, a national project to develop a competence-based model of curriculum and assessment, this text presents a research based description of a possible future for higher education and for education of the profession. |
| nvq 4 childcare learning and development: Foundations in Caring for Children Christine Hobart, Jill Frankel, 2000 Provides an introduction to the key issues. Including case studies, this work emphasises on key points, and includes glossaries explaining the key terms. Featuring tasks and activities that develop student's understanding, its test yourself quizzes enable them to track their own learning. |
| nvq 4 childcare learning and development: Certificate in Child Care and Education Penny Tassoni, 2002 Certificate in Child Care and Education is clearly written and covers all the underpinning knowledge needed to study for the examination in the CACHE Certificate in Child Care and Education. |
| nvq 4 childcare learning and development: Working With The Under Threes: Training And Professional Development Abbott, Lesley, Moylett, Helen, 1997-12-01 In order to do justice to the range of issues surrounding the care and education of the under threes and to meet the many and varied needs of the adults who work with them two books have been written under the title Early Interactions. The books incorporate the views of a wide range of people with a wealth of experience in the early years field as both practitioners and trainers. They are intended as an accessible, informative and challenging resource for all those involved in the care and education of children under three. Multiprofessional and interdisciplinary team work is essential in working with young children and their families and as the Rumbold Report (1990) emphasises - no one person will possess all the knowledge and skills required for this important responsibility. The books provide a range of perspectives and will appeal equally to professionals, parents and anyone who cares about young children. They are particularly valuable as a resource for use in training at all levels. The training and support needs of Early Years workers is a key issue and provides a focus for debate in the present educational climate. Working with under threes carries a particular responsibility. The contributors to this book represent a wide range of experience and involvement as practitioners and trainers which they share in interesting and accessible chapters. The book is intended for all those responsible for, or training to work with, children under three on a variety of courses. Topics covered include - New approaches to training, continuing professional development, equal opportunities, working with parents and carers, men working with under threes, special educational needs, child protection, and the inspection process. Key issues are identified for consideration by all those working with young children. |
| nvq 4 childcare learning and development: Perspectives on Early Childhood Education Katherine M. Hirst, Kath Hirst, Cathy Nutbrown, 2005 Focusing on early childhood experiences and the factors at work, this title examines the expanding field of early childhood education and care, highlighting the critical issues to be aware of and how this can affect the child in later life. |
| nvq 4 childcare learning and development: Bringing the Froebel Approach to your Early Years Practice Helen Tovey, 2016-11-28 Have you ever wondered about the origins of the kindergarten and the influence of Froebel on early years practice? What did Froebel mean by a garden for children? Why did he believe that play is central in young children’s learning? Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. The Froebelian approach is not a method but includes distinctive principles which shape and guide practice. This new edition has been fully updated in line with the revised EYFS and includes: extra material on using the approach with children of different ages and the role of the adult a discussion of key Froebelian principles such as play, imagination, creativity, learning through self-activity and making connections an examination of block play and how this can be developed in contemporary settings Froebel’s ideas on nature and outdoor play and why these are fundamental to young children’s learning how Froebel used movement, song, rhythm and rhyme to provide key learning experiences With examples of innovative practice and ideas for reflection, this convenient guide will help practitioners and students fully understand what the Froebel approach can offer their setting and children. |
| nvq 4 childcare learning and development: Understanding Child Development Jennie Lindon, 2005 Understanding Child Development is refreshingly clear, readable, and user-friendly. With explanations of the key theories and research in all areas of child development, this is the ideal resource for students at Levels 3 and 4 on Foundation and Early Childhood Studies Degrees. |
| nvq 4 childcare learning and development: Childminder's Handbook Allison Lee, 2007 Intended for training and fully qualified childminders, this book offers information on various aspects of running a childminding business, covering the registration and training process through to the setting up of the business itself, and becoming a true professional in full knowledge of good childcare practices. |
| nvq 4 childcare learning and development: The Parliamentary Debates (Hansard). Great Britain. Parliament. House of Lords, 2002 |
| nvq 4 childcare learning and development: Working with Children, Young People and Families Helen Davies, Graham Brotherton, Gillian McGillivray, 2010-11-15 Written from a unique interprofessional perspective, this book is an essential introduction to working with children, young people and families. It covers policy, practice and theory, exploring key themes and developments, including: - poverty and disadvantage - ethical practice - child development - education - child protection - children and young people's rights - doing research. The book introduces students to a range of theoretical perspectives, links the key themes to the existing and emerging policy and practice context and supports students in engaging with and evaluating the central debates. With case studies, reflective questions and sources of further reading, this is an ideal text for students taking courses in childhood studies, working with children, young people and families, interprofessional children's services, early years, youth work and social work. |
| nvq 4 childcare learning and development: Early Childhood in the Anglosphere Peter Moss, Linda Mitchell, 2024-05-09 Written by two leading international experts, Early Childhood in the Anglosphere offers a unique comparison of early childhood education and care services, and parenting leave, across seven high-income Anglophone countries. Peter Moss and Linda Mitchell explore what these systems have in common, including the dominance of ‘childcare’ services, widespread privatisation and marketisation, and weak parenting leave. They highlight the substantial failings of these systems, and the causes and consequences of these failings. But this book is ultimately about hope, about how these failings might be made good through major changes. In other words, it is about transformation: why transformation is both necessary and possible at this particular time, what transformation might look like, and how it might happen. Part of that transformation concerns the need for new policies and structures, but even more it is about how the Anglosphere thinks about early childhood. The authors call for turning away from conceptualising early childhood services as `childcare' and marketised businesses selling commodities to parent-consumers; and for reconceptualising them as education imbued with an ethics of care, a public good available as a right to all children and families, and complemented by well-paid, individual entitlements to parenting leave. Using examples from the Anglosphere and beyond, and in a context of converging crises, the book argues that transformation of thinking, policies and structures is desirable and doable. |
| nvq 4 childcare learning and development: Gce Health and Social Care for OCR, as Double Award. Neil Moonie, 2005 Exactly matched to the OCR specifications, this Student Book covers all the units of the Double Award. |
| nvq 4 childcare learning and development: Babies and Young Children Marian Beaver, 2004 Provides comprehensive coverage of the mandatory and optional units of the NVQ 2 specification. This book references performance criteria throughout, enabling students to see which activities they are covering at any time. It is endorsed by City and Guilds. |
| nvq 4 childcare learning and development: The National Evaluation of Sure Start Jay Belsky, Edward Melhuish, Jacqueline Barnes, 2007-11-21 Following 5 years of systemic research exploring the efficacy and impact of Sure Start Local Programmes, this book pulls together, in a single volume, the results of the extensive National Evaluation of Sure Start (NESS). |
| nvq 4 childcare learning and development: SPEEL Janet R. Moyles, Siân Adams, Alison Musgrove, 2002 |
Qualification Comparisons - NVQ Level 1, 2, 3, 4, 5, 6, 7, 8 ...
Qualification Comparisons in NVQ. Not sure what each of the City & Guilds levels really mean? Our quick look comparison guide tells you everything you need to know.
National Vocational Qualification - Wikipedia
National Vocational Qualifications (NVQs) are practical work-based awards in England, Wales, and Northern Ireland that are achieved through training and assessment.
NVQ levels: What you need to know - reed.co.uk
What is an NVQ? An NVQ (National Vocational Qualification) is a work-based way of learning – which is carried out at a college, school, or workplace. Each NVQ level involves a range of on …
What is an NVQ? (National Vocational Qualification)
The NVQ is a work-based qualification that recognises the skills and knowledge a person needs to do a job. The candidate needs to demonstrate and prove their competency in their chosen …
What is an NVQ, National Vocational Qualification - NVQ Jobs
The NVQ is a work based vocational qualification that focuses on the skills and knowledge an individual has to perform to carry out their job efficiently. The learners enrolled on an NVQ …
What is an NVQ? Your Complete Guide to NVQs - Oxbridge
Jun 14, 2021 · NVQ is an acronym for National Vocational Qualification. It is a work-based qualification that is designed to help individuals develop the skills and knowledge needed to …
NVQ Courses | What Are They and What Are The Benefits | Uni ...
Jul 30, 2024 · NVQ stands for National Vocational Qualification. It's a work-based qualification designed so you can show employers that you have the skills and knowledge to apply to a …
Qualification Comparisons - NVQ Level 1, 2, 3, 4, 5, 6, 7, 8 ...
Qualification Comparisons in NVQ. Not sure what each of the City & Guilds levels really mean? Our quick look …
National Vocational Qualification - Wikipedia
National Vocational Qualifications (NVQs) are practical work-based awards in England, Wales, and Northern …
NVQ levels: What you need to know - reed.co.uk
What is an NVQ? An NVQ (National Vocational Qualification) is a work-based way of learning – which is …
What is an NVQ? (National Vocational Qualification)
The NVQ is a work-based qualification that recognises the skills and knowledge a person needs to do a …
What is an NVQ, National Vocational Qualification - NV…
The NVQ is a work based vocational qualification that focuses on the skills and knowledge an individual has to …
