19+
19+

Diploma for the Early Years Workforce (Early Years Educator) NCFE CACHE Level 3 (RQF)

19+ Advanced Learner Loan
  • Limited number of 19+ loans available on this course.
  • Offer expires 31st October 2017
199
LOANS Left available on this course

Childcare is becoming an increasingly popular field to work in. Childcare is very important, especially during a child's early years where they're acquiring basic learning skills, learning the difference between right and wrong and how to develop social skills. It really makes a difference not only to the lives of the children, but also the lives of the parents as  they're able to have a more positive work/life balance.

What you'll learn and study on the course

On this course, you'll learn to support healthy lifestyles for children through the provision of food and nutrition, promote healthy lifestyles for children through exercise, understand children’s needs in relation to emotional well-being, legislation, frameworks and professional practice and supporting children with additional needs.

What you can do after with it

Anybody who wishes to work as a fully qualified Early Years Practitioner will be required to complete this Early Years Educator course. It will be the role of the Early Years Educator to help the children learn, develop and prepare for school. They may support Early Years teachers or indeed may deliver the childcare and teaching themselves.

You'll also be able to work in the private, voluntary or statuary sectors doing things like nursery nurse, nursery practitioner, pre-school assistant, nursery worker, home-based child carer, nanny, child-minder and reception class teacher.

The Early Years Educator Qualification is structured around four themes:

Theme 1: Health and well-being

Unit 1.1 (L/505/9300) Support healthy lifestyles for children through the provision of food and nutrition

The learning outcomes for this unit are:

  • Understand the impact of food and nutrition on children’s health and development.
  • Understand how food choices impact on health and development during pre-pregnancy, pregnancy and breastfeeding.
  • Understand the nutritional needs of children.
  • Understand the impact of poor diet on children’s health and development.
  • Understand individuals’ dietary requirements and preferences.
  • Be able to support healthy eating in own setting.

Unit 1.2 WB (A/505/9809) Promote healthy lifestyles for children through exercise

The learning outcomes for this unit are:

  • Understand children’s need for exercise.
  • Be able to support children’s exercise in an indoor and outdoor space

Unit 1.3 WB (M/505/9810) Support physical care routines for children

The learning outcomes for this unit are:

  • Understand the physical care needs of children.
  • Be able to use hygienic practice to minimise the spread of infection.
  • Understand rest and sleep needs of children.
  • Understand childhood immunisation.
  • Be able to support children in personal physical care routines.

Unit 1.4 WB (T/505/9811) Promote children’s emotional well-being

The learning outcomes for this unit are:

  • Understand children’s needs in relation to emotional well-being.
  • Understand the requirements for promoting emotional well-being in relation to current frameworks.
  • Understand the needs of children during transition and significant events.
  • Be able to promote the emotional well-being of children in own setting.

Unit 1.5 (A/505/9812) Understand how to support children who are unwell

The learning outcomes for this unit are:

  • Know common childhood illnesses.
  • Know the signs of ill health in children.
  • Understand legal requirements for reporting notifiable diseases.
  • Understand the role of the early years practitioner in minimising ill health in children.
  • Understand care routines when a child is ill.
  • Understand how to support children for planned hospital admission.
  • Understand the therapeutic role of play in hospitals.
  • Understand the role of the early years practitioner when supporting children who are chronically ill.

Theme 2: Legislation, frameworks and professional practice

Unit 2.2 (F/505/9813) Understand legislation relating to the safeguarding, protection and welfare of children

The learning outcomes for this unit are:

  • Understand legislation and guidelines for the safeguarding, protection and welfare of children.
  • Understand policies and procedures for the safeguarding, protection and welfare of children.
  • Understand how to respond to evidence or concerns that a child has been abused or harmed.
  • Understand the purpose of serious case reviews.

Unit 2.3 WB (J/505/9814) Follow legislation relating to the health and safety of children

The learning outcomes for this unit are:

  • Understand legislation and guidelines for health and safety.
  • Understand policies and procedures for health and safety.
  • Be able to manage risk within an environment which provides challenge for children.
  • Be able to identify, record and report accidents, incidents and emergencies.

Unit 2.4 WB (L/505/9815) Follow legislation relating to equality, diversity and inclusive practice

The learning outcomes for this unit are:

  • Understand how legislation, policies and procedures inform equality, diversity and inclusive practice.
  • Be able to use information, advice and support to promote equality, diversity and inclusion.
  • Be able to work in ways which support equality, diversity and inclusive practice.

Unit 2.5 WB (R/505/9816) Working in partnership

The learning outcomes for this unit are:

  • Understand the principles of partnership working in relation to current frameworks when working with children.
  • Understand how to work in partnership.
  • Understand challenges to partnership working.
  • Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.
  • Be able to complete records.

Theme 3: Play, development and learning for school readiness

Unit 3.1 (Y/505/9817) Understand the value of play in early years

The learning outcomes for this unit are:

  • Understand the role of play.
  • Understand children’s rights in relation to play.
  • Understand play at different stages of children’s development.
  • Understand different types of play for all children.
  • Understand inclusive play practice.

Unit 3.2 WB (D/505/9818) Plan, lead and review play opportunities which support children’s learning and development

The learning outcomes for this unit are:

  • Understand theoretical perspectives and philosophical approaches which support play.
  • Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities.
  • Be able to lead and support play opportunities.
  • Be able to review how planned play opportunities contribute to own practice.

Unit 3.4 WB (H/505/9819) Promote enabling play environments

The learning outcomes for this unit are:

  • Understand the play environment.
  • Understand how the early years practitioner supports children’s behaviour and socialisation within play environments.
  • Be able to support children’s behaviour and socialisation within play environments.
  • Understand how the characteristics of an enabling indoor and outdoor play environment meet the age, stage and needs of children.
  • Be able to provide enabling play environments.
  • Be able to plan and lead opportunities which support children’s understanding of the world.
  • Be able to plan and lead opportunities which encourage children’s engagement in expressive arts and design.

Unit 3.5 WB (Y/505/9820) Developing children’s emergent literacy skills

The learning outcomes for this unit are:

  • Understand the language and communication needs of children.
  • Be able to support children’s language and communication needs.
  • Understand strategies which support emergent literacy.
  • Be able to use strategies to plan and lead activities which support emergent literacy.
  • Be able to review how planned activities support emergent literacy.
  • Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.6 WB (D/505/9821) Developing children’s emergent mathematical skills

The learning outcomes for this unit are:

  • Understand how mathematics relates to children’s everyday lives.
  • Understand how working with others supports children’s emergent mathematical development.
  • Understand how to create an environment which supports children’s emergent mathematical development.
  • Understand the role of the early years practitioner in relation to supporting children’s emergent mathematical development.
  • Understand how opportunities support children’s emergent mathematical development.
  • Be able to implement activities to support children’s emergent mathematical development.
  • Be able to review how planned activities support children’s emergent mathematical development.
  • Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.7 WB (H/505/9822) Support children’s transition to school

The learning outcomes for this unit are:

  • Understand ‘school readiness’ in relation to the role of the early years practitioner.
  • Understand ‘school readiness’ in relation to the current framework.
  • Be able to work in partnership with others to support children’s readiness for school.

Unit 3.9 WB (K/505/9823) Develop children’s cognitive skills

The learning outcomes for this unit are:

  • Understand about cognitive development in children.
  • Understand theory underpinning cognitive development.
  • Be able to implement a learning experience which supports the development of sustained shared thinking in children.
  • Be able to evaluate the provision for supporting cognitive development in own setting.

Unit 3.10 WB (M/505/9824) Promote children’s speech, language and communication

The learning outcomes for this unit are:

  • Understand theory and current frameworks which underpin children’s speech, language and communication development.
  • Understand how the early years practitioner supports the development of speech, language and communication of children.
  • Be able to create a language rich environment to develop the speech, language and communication of children in own setting.
  • Be able to lead activities which support the development of speech, language and communication of children.

Unit 3.11 WB (A/505/9826) Promoting children’s physical development

The learning outcomes for this unit are:

  • Understand physical development of children.
  • Understand theory and current frameworks in relation to children’s physical development.
  • Be able to implement opportunities which promote the physical development of children.

Unit 3.12 WB (T/505/9825) Promoting children’s personal, social and emotional development

The learning outcomes for this unit are:

  • Understand personal, social and emotional development of children.
  • Understand theory and current frameworks underpinning personal, social and emotional development of children.
  • Be able to promote the personal, social and emotional development of children.
  • Be able to implement an opportunity which promotes the personal, social and emotional development of children.

Unit 3.13 (F/505/9827) Support children with additional needs

The learning outcomes for this unit are:

  • Understand biological, environmental and developmental factors which may result in children needing additional support.
  • Understand how personal experiences, values and beliefs impact on the role of the early years practitioner.
  • Understand the principles of inclusive practice.
  • Understand the role of early intervention in partnership working.
  • Be able to support the additional needs of children.
  • Be able to critically evaluate the provision for children with additional needs in own setting.

Unit 3.14 (J/505/9828) Use observation, assessment and planning to promote the development of children

The learning outcomes for this unit are:

  • Understand the role of observation when working with children.
  • Understand observation methods.
  • Understand professional practice in relation to the observation of children.
  • Be able to carry out observations in own setting in line with current frameworks.
  • Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.15 (L/505/9829) Use longitudinal studies to observe, assess and plan for children’s needs

The learning outcomes for this unit are:

  • Understand the purpose of undertaking Longitudinal Studies.
  • Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks.
  • Be able to critically evaluate the outcomes of Longitudinal Studies.

Theme 4: Professional development

Unit 4.1 (F/505/9830) Engage in professional development

The learning outcomes for this unit are:

  • Understand professional development.
  • Understand theoretical perspectives in relation to reflection.
  • Be able to use reflective practice to contribute to own professional development.

How long will the course take to complete?

The course has been assigned approximately 486 guided learning hours. You should reasonably expect the course to take you 18-24 months to complete, although the course can be completed faster if you are able to dedicate more time to your studies, there is no time limit set for this or any other of our courses.

As detailed in the course description you need to have a placement(s) of 350 hours in a suitable child care setting. This can be full or part time, paid or unpaid.  

GCSE English and Maths at grade C or above are required before your Level 3 Diploma for the Early Years Workforce qualification can be counted in any employer’s setting ratio numbers at level 3.

Please note: We do offer GCSE courses that you can study alongside your qualification if you have not yet achieved the required grades: GCSE Maths, GCSE English.

 

 

What's Included

  • All study materials
  • Study Guide
  • Full Tutor and Admin support
  • The course fee includes the awarding body registration and certification fee (valued at up to £125.00).
  • 3 personal tutor visits

Is there government funding available for doing this course?

Yes, you can apply for an Advanced Learner Loan with this course. We are accountable to the Skills Funding Agency (SFA) and Ofsted, to provide this course with Government backed funding. You can access your Advanced Learner Loan if you meet the criteria. Two main conditions are:

  • You need to be aged 19 or over
  • You need to be a UK citizen.
19+

Learn more >

Payment Method
With an Advanced Learner Loan
Registration Fee £37.25
Repayments: No Payments until salary reaches £21,000
Total Price: £2,882.00
Register
EU Social Fund
SFA England

Advanced Learner Loans are administered by Student Finance England (SFE)

Student Finance England is a Student Loans Company service, providing financial support to students on behalf of the UK Government.

You can enrol today and pay much, much later

You can access your course information straight away. You can then review them in your own time and complete the assignments which you are required to submit to your personal tutor for marking and feedback.

*Cashback will be paid to you once you have finished paying for your course in full. For more information, please see our cash back terms and conditions. The total amount payable over the term's period, is no more than the total cash price of the course. (APR = 0%). Written quotations are available on request.
19+

Yes, when you study using this kind of funding, Dimensions Training Solutions offers considerably more than the same one without the 19+ funding loan.

Enhanced course content

Six Employability and Independent Learning Skills (EILS) modules are embedded in the content of your course: Maths, English, Digital Life Skills, Confidence, Resilience and Meeting Deadlines.

You can choose to study a further four: Workplace Ready, Initiative, Teamwork and Problem Solving. These are all designed to boost your personal skill level and help your career progression.

Additional personal support

A Student Support Officer (SSO) will be assigned to you, so you have a single point of contact throughout your course to support you with any admin issues. Dimensions Training Solutions regularly update the SFA with details of study hours, and evidence of learning, in order to responsibly account for your course funding.

You will have an Individual Learning Plan with a set “finish date” and your SSO is there to encourage and help you stay on course. This is in addition to your Assessor, who assesses your work and provides personal constructive feedback.


The difference between courses funded by 19+ loan and privately funded courses

Features Course funded
by 19+ Advanced Learner Loans
Course funded privately
Personal Student Support Officer assigned to you
Personal Assessor Support assigned to you Automatic embedding of 6 key Employability and Independent Learning Skills (EILS) in course
10 EILS available
Individual Learning Plan with a set “finish date”
Flexible deadline to finish your course
Online study delivery
Postal study delivery
Payment in full or in instalments while you study
Eligibility requirement for loan
Nothing to pay until course is finished and you earn over £21,000 pa.
Are you eligible for a 19+
Advanced Learner Loan?
  • Aged over 19 and living in the UK?
  • 19+ loans are Government backed, so you only pay them back if you’re earning over £21,000 a year.