SAMPLE

NCFE
CACHE
LEVEL 1/2
TECHNICAL
AWARD

CHILD DEVELOPMENT
AND CARE IN THE
EARLY YEARS
SECOND
EDITION Louise Burnham
Penny Tassoni
Guide your students through
CONTENTS

CACHE
the latest NCFE CACHE Level
NCFE

NCFE
1/2 Technical Award in Child

LEVEL 1/2 TECHNICAL AWARD

CACHE
Development (for first teaching How to use this book
LEVEL 1/2
from September 2022 onwards). TECHNICAL Introduction
AWARD
This textbook will strengthen
students’ understanding of the 1 Child development

CHILD DEVELOPMENT AND CARE

content and boost the skills required 1.1 Aspects of holistic development

IN THE EARLY YEARS

to tackle the NEA with confidence.
2 Factors that influence the child’s development
CHILD DEVELOPMENT 2.1 Nature and nurture
AND CARE IN THE 2.2 Biological and environmental factors
• NCFE CACHE Level 1/2 Technical EARLY YEARS
BURNHAM • TASSONI
SECOND 2.3 Effects of biological and environmental factors
Award in Child Development Louise Burnham
EDITION 2.4 Transitions
• 9781398368804 Penny Tassoni
• £26 2.5 Support strategies
• November 2022
3 Care routines, play and activities to support the child
3.1 Basic care needs
3.2 Basic care routines and play activities to support the child’s development

NCFE CACHE Level 1/2 Technical Award in Child Development and Care in 4 Early years provision
the Early Years, Second Edition: Boost eBook 4.1 Types of early years provision
Boost eBooks are interactive, accessible and flexible. They use the latest research and 4.2 The purpose of early years provision
technology to provide the very best experience for students and teachers. 4.3 Types of early years settings
● Personalise. Easily navigate the eBook with search, zoom and an image gallery. 4.4 Variation in early years provision
Make it your own with notes, bookmarks and highlights.
● Revise. Select key facts and definitions in the text and save them as flash cards 5 Legislation, policies and procedures in the early years
for revision.
5.1 Regulatory authority
● Listen. Use text-to-speech to make the content more accessible to students and to 5.2 Legislation and frameworks which underpin policy and procedure
improve comprehension and pronunciation.
● Switch. Seamlessly move between the printed view for front-of-class teaching and the 6 Expectations of the Early Years Practitioner
interactive view for independent study.
6.1 Appearance
● Download. Access the eBook offline on any device – in school, at home or on the move –
with the Boost eBooks app (available on Android and iOS). 6.2 Behaviour
6.3 Attendance and punctuality
To subscribe or register for a free trial, visit
www.hoddereducation.co.uk/product/9781398368651

i
7 Roles and responsibilities within early years settings
HOW TO USE THIS BOOK
7.1 Early Years Practitioner roles
The following features can be found in this book.
7.2 Partnership working in the early years
7.3 Specialist roles within early years settings About this content area Extend
7.4 Specialist roles outside the early years settings
A short introduction to the unit. Activities designed to increase depth of
knowledge and understanding of the topic.
8 The importance of observations in the early years
Jargon buster
8.1 Observation and recording methods Check what you know
Definitions of important key terms are provided
to help students understand what they Activities to help students remember key points.
9 Planning in early years childcare mean, and to enhance their vocabulary and
understanding.
9.1 The purpose of a child-centred approach
Test your knowledge
9.2 The purpose of the planning cycle
Theory into practice Short questions designed to test knowledge
9.3 The planning cycle
and understanding.
Glossary Real-life scenarios that show how concepts are
Index applied in settings.
Exam style question
Activity Questions that allow students to apply the
knowledge and skills covered in the unit and
Practical tasks to help students understand an prepare for the types of questions that will
idea and support their learning. appear in their exam.

Read and write Assignment practice

Tasks to help students develop literacy skills. An activity that allows students to apply the
knowledge and skills covered in the unit and
prepare for the assignments that they will
undertake and be assessed on.
Five things to know …
© Penny Tassoni and Louise Burnham 2022. Cover photo © Hiroki
Obara – stock.adobe.com Provides a summary of ideas or facts that are
essential to the topic.
Published by Hodder Education. ISBN 978 1 3983 7322 8
All rights reserved. Apart from any use permitted under UK copyright
law, no part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying
and recording, or held within any information storage and retrieval
system, without permission in writing from the publisher or under
licence from the Copyright Licensing Agency Limited. Further details of
such licences (for reprographic reproduction) may be obtained from the
Copyright Licensing Agency Limited, www.cla.co.uk
The Publishers would like to thank the following for permission to reproduce
copyright material: Figure 1.5 © MegWallacePhoto/stock.adobe.com

ii iii
INTRODUCTION
This sample chapter introduces you to the new
student book for the redeveloped NCFE CACHE
Level 1/2 Technical Award in Child Development
and Care in the Early Years qualification for first
teaching from September 2022.
Approach
This book has been designed to help your
students develop the knowledge, understanding
and practical skills they’ll need to complete the
NCFE CACHE Level 1/2 Technical Award in Child
Development and Care in the Early Years.
The book provides complete coverage of the
specification’s content areas and assessment
objectives. As well as preparing your students for
the final exam and non-examined assessment,
the book will introduce them to the early years
sector: all elements of the book and its design
support this, to engage and inspire students and
encourage them to make immediate connections
to their ambitions and career goals.
Your students will learn about a wide range
of themes relating to the early years sector,
including child development and the factors
that influence it in the early years. They will
learn about the basic care needs and routines,
play and activities that are needed to support
child development. The book will help them
to understand the legislation and frameworks
that underpin policy and procedure, as well as
the roles and responsibilities of an Early Years
Practitioner in a childcare setting. It will give
them an understanding of the importance of
observations and the purpose of planning in the
early years sector.
The book has been written and developed to be
accessible to the typical Level 1/Level 2 learner.
This is reflected in the style and approach of
the text and learning features, based on the
author team’s extensive teaching knowledge
and experience. It includes simple, clearly
explained and purposeful learning features and
clear and concise content. The chapters and
section headings all follow the structure of the
iv
specification. ‘Jargon buster’ boxes in the margins
of the pages define important terms and phrases,
and these are compiled in a glossary at the back
of the book for easy reference. Accessibility has
also been considered when finalising the book’s
page design, which includes numerous artworks
and photos that provide a visual reference for the
key concepts covered in the text.
The book is both student focused (appropriate/
accessible language, engaging examples,
activities and assessment practice features that
complement and enhance the learning sequence)
and teacher focused (a style and approach that
is easy to use and works in the classroom with
a range of students and for teachers of various
levels of experience and confidence).
Assessment
The book is designed to facilitate your formative
and summative assessment using a range of
assessment features:
n Test your knowledge: quick and formative
knowledge-recall questions throughout the
book to check student understanding.
n Exam-style questions: summative practice
questions will allow students to test their
knowledge and understanding at the end of
each chapter in preparation for the written
exam.
n Assignment practice: summative assessment
questions will allow students to apply the
skills and knowledge they have learned in the
unit to support their preparation for the non-
examined assessment.
These assessment features are showcased in this
sample chapter.
All assessment features will be accompanied
by answers or a mark scheme. These will be
available on the Hodder Education website, to give
you flexibility in how and when to use them with
your students.
1 Child development
About this content area
If you want to work with children, you need to know what they can do
at different ages. It helps you choose toys and activities. It also means
you can spot children who may need more help. In this unit, you will
learn how children develop at different ages and in different areas of
development.
1.1 Aspects of holistic development:
1.1.1 Physical
1.1.2 Cognitive
1.1.3 Communication and language
1.1.4 Social and emotional
1.1 Aspects of holistic
development
Five things to know …
1 Children are unique. They may develop at different rates.
2 Development is split into four different areas.
3 The areas of development are linked together.
4 If there is a problem with one area of development, it will affect
the others.
5 Knowing what a child can do helps with planning activities and
resources.
All children are unique. They learn things at different rates, have
different interests and also different temperaments. It is always
important to remember this when working with individual children.
It is one of the reasons why an activity may work with one child but not
another.
While children are very different, most follow similar patterns when it
comes to their growth and development. People working with children
notice their development. They use this information to choose resources
and activities. It also helps them know how best to work with children
and give advice to parents. Development is split into four different areas.
1
NCFE CACHE Level 1/2 Technical Award in Child Development and Care in the Early Years 1 Child development

Four areas of development Communication and language development is about the ability to make
sounds, talk, understand and interact with others. This is important as it Check what you
Physical development means the way in which the body increases in skill means that children can understand others and also talk to them. know
and becomes more complex. This is important because it helps children Can you list the four
to move and balance and also use their hands. different areas of
Babbling development?

Sitting

Telling jokes Smiling

Shaking Communication
Running
a rattle and language
Physical
development

Following Asking
instructions questions

Drawing Throwing
Figure 1.3 Examples of communication and language

Social and emotional development is about the ability to interact with

Figure 1.1 Examples of physical development
Cognitive development is about the ability to think, recognise and
remember.
This is important because it helps children to remember things and solve
problems.
others, develop, manage and express feelings, and become more
independent.
This is important because it helps children play with each other and
control their feelings.

Interested
Playing in faces
peek-a-boo

Coping with Comforting

Matching losing a game another child
Counting Social and
pictures
emotional
Cognitive development
development

Wanting to
Taking turns play with
Naming Recognising others
colours faces

Figure 1.4 Examples of social and emotional development

Figure 1.2 Examples of cognitive development

2 3
NCFE CACHE Level 1/2 Technical Award in Child Development and Care in the Early Years 1 Child development

Areas of development are Fine motor skills

interconnected These skills are used to hold and move things, such as playing with a
toy car or using a spoon to eat. They are important because they help
Each area is different, but they come together – just like every ingredient
children become independent.
is important when making a cake. If there is a problem with one area
of development, it will affect others. The term holistic development Table 1.1 Fine motor skills: expected sequence and key milestones
is used to explain the way that the different areas of development are
interconnected. Stage At the end of this stage, a child will typically:
At birth n have their hands firmly closed
Jargon buster Theory into practice n often fold their thumb under their fingers
One year n point using their index finger
Holistic development: Greta is four years old. She loves playing with trains. She walks to the
n pass and release toys
how different aspects of shelf and picks up the box with the train set. She looks around and
development are linked works out where there might be space to make up the track. She n clasp their hands together
together. takes out the track pieces one by one. She puts the track together and n hold a crayon with palmar grasp and make random marks
remembers how to make an oval shape. Another child wants to come
Milestones: skills and play. Greta explains her plans, and later they play together.
2 years n pull apart interlocking toys Activity
that are expected at n use pincer grip to pick up small objects
different ages. 1 Identify how Greta used each of the areas of development to help Look at this
her play. n draw lines, dots and circles
photograph:
Fine motor skills: 2 Explain why cognitive development was important in Greta’s play. 3 years n begin to show a preference for their dominant hand (left or right)
co-ordination of fasten a large zip
small muscles, precise 3 Consider how Greta’s play might be affected if she had a difficulty n

movements and hand– with her physical development. n draw a person with a head
eye co-ordination. 4 years n begin to fasten buttons
Gross motor skills: skills n use a spoon and fork well to eat
that involve the large
muscles of the arms,
1.1.1 Physical development n draw a figure that resembles a person, showing head, legs and
body
legs and torso. Physical development is the growth and skills that help children to move 5 years n use a knife and fork competently
and to use their hands. Most children develop in similar ways. Babies are
n thread small beads
unable to control their movements, but by the end of the first year, they
are usually mobile and able to pick up and hold objects. Over the next n draw a person with a head, body, arms, legs, nose and mouth
few years, they become more skilful. Figure 1.5

Some skills are learnt in stages, such as walking. A child needs to sit Check what you know Using the milestone
before they can walk. The term milestone is used when children show chart, give the likely
At what age can most children use a spoon and fork well? age of this child.
skills that are important for later development. You will need to know the
key milestones and the order or sequence in which they develop.
Physical development is such a big area that it is split into two sections:
Five things to know …
n Fine motor skills – small movements, usually involving the hands
n Gross motor skills – large movements, usually involving the arms Fine motor movements are important for several 3 They help children to paint, draw and write.
and legs. reasons: 4 They help children do activities such as
1 They help children to feed and dress cooking, collage and modelling.
Activity themselves. 5 They help children learn through play, for
2 They help children explore and so learn, for example, with train sets, play people or
Think about what you have been doing in the last hour. Make a list example, playing with sand, dough and water. building blocks.
of the fine motor movements that you have used, for example, using
a phone. Make a list of gross motor movements that you have used,
such as reaching for something.
Have you done anything where both fine and gross motor skills were
needed, for example, walking while using a phone?

4 5
NCFE CACHE Level 1/2 Technical Award in Child Development and Care in the Early Years 1 Child development

Gross motor skills Read and write Check what

These skills are used to help children move their bodies and also to
stand and balance. Gross motor movements make use of large muscles Use 10 cards to write 10 quiz questions about physical development
you know
in the arms, legs, back and chest. Gross motor development follows a between birth and 5 years. At what age can most
sequence, as Table 1.2 shows. See how the first thing that babies learn to Write the answers on the back of the cards. children ride and steer a
control is their head. tricycle?
Try them out with your friends.
Table 1.2 Gross motor skills: expected sequence and key milestones

Stage At the end of this stage, a child will typically:

At birth n lie on their back with their head to one side Five things to know … Jargon buster
n let their head lag when pulled to a sitting position There are various reasons why gross motor movements are important: Cruising: how babies
One year n stand, and may cruise around furniture 1 They allow children to be independent as they can go and get move, walking by
n sit down from standing things themselves. holding onto furniture.
n be more mobile 2 They help children’s spatial awareness. Spatial awareness:
2 years n walk up and down stairs by holding an adult’s hand 3 They help to develop strength and stamina. knowing where your
n run with control 4 They help children to play together. body is in relation to
things around you.
n throw and kick a ball 5 They give children confidence.
3 years n be able to walk backwards and sideways
n
n
ride and steer a tricycle
jump from a low step with both feet together
Development is holistic
Physical development is important for other areas of development.
n throw a ball overhand and catch a large ball with arms
When development is typical, children can move and touch things. This is
outstretched
important for cognitive development, as it helps children to learn about
4 years n stand and run on tiptoe texture, shape, colour and how things work. When children are moving
n hop and touching things, they are also more likely to want to show adults and
n change direction while running other children what they are doing; this helps their communication skills
n catch, kick, throw and bounce a ball and also prompts conversations that may include new words.
5 years n skip and move rhythmically to music Moving and touching things is also important for joining in play with
n hop on each foot other children. Being able to do things for themselves also helps
n ride a bicycle with stabilisers children feel confident.

Learning to walk Exam-style question

Learning to walk is a significant skill development for babies. It starts
with rolling over, then sitting, and then crawling or bottom shuffling. 1 Which one can most two year olds do?
Babies then learn to stand, before taking their first steps. Most babies a Ride a bicycle c Throw and kick a ball
are walking by 18 months. b Run on tiptoe d Hop on each foot

Activity
Make a timeline, starting at birth, that shows the sequence of skills
developed that lead up to a child aged 5 years being able to hop on
each foot.

6 7
NCFE CACHE Level 1/2 Technical Award in Child Development and Care in the Early Years

1.1.2 Cognitive development Coming soon

Cognitive development involves processes in the brain that help us to
remember things, organise our ideas and solve problems.
Cognitive development is important in learning. A one year old learns
that knocking down a stack of bricks is interesting. When another stack
of bricks is built, they knock it down again, because they can remember
My Revision Notes: NCFE CACHE
how to do it. Once children develop language, words help them to
remember and think about things even if they are not in front of them, for Level 1/2 Technical Award in Child
example, a four year old saying that they have a favourite colour.

Table 1.3 Cognitive development: expected sequence and key milestones

Development and Care in the Early Years
Stage At the end of this stage, a child will typically: Target success with this proven formula for
At birth turn their head towards bright light
effective, structured revision.
n
n like looking at high-contrast patterns, e.g. black and white
shapes
n be startled by sudden noises
 Topic-by-topic planner
n show primitive reflexes: swallowing and sucking, rooting,
grasping, stepping  Key content summaries
n have asymmetric tonic neck
 Revision tasks
One year
n startle (Moro reflex)
understand simple instructions such as ‘clap hands’  Practice questions
 Tips and guidance
n
n imitate and respond to gestures
n anticipate future routines
Our clear and concise approach
2 years n understand that a mirror is a reflection to revision will help you learn,
n begin to understand consequences of their own actions practise and apply your skills and
n name pictures and objects in a book understanding. Coverage of key content
3 years n recognise objects that are heavy and light is combined with practical study tips
n show awareness of past and present and effective revision strategies to
Jargon buster n actively seek answers to questions, and use ‘why’
create a guide that can be relied on to
build both knowledge and confidence.
Primitive reflexes: n sort objects by size and shape Coming soon in 2023.
movements that 4 years n name some colours
newborns automatically n count to 10
make.
n recall stories and rhymes
Asymmetric tonic neck: n fantasy and reality may become confused Also
a reflex where if the
baby’s head is turned to 5 years n give meaning to marks they make and see available as a
one side, the knee and n count to 20 Boost eBook
arm on the other side n understand basic rules
bend.
n be interested in reading and writing ISBN: 9781398376281

Find out more and order online at

www.hoddereducation.co.uk/product/9781398376281

8
 NCFE CACHE
LEVEL 1/2 TECHNICAL AWARD
CHILD DEVELOPMENT AND
CARE IN THE EARLY YEARS
Trust highly experienced teachers and authors Louise Burnham
and Penny Tassoni to guide your students through the latest
NCFE CACHE Level 1/2 Technical Award in Child Development
and Care in the Early Years (for first teaching from September
2022 onwards). This textbook will strengthen your students’
understanding of the content and boost the skills required to
tackle the NEA with confidence.
This Student Textbook is:
n Comprehensive – gain in-depth knowledge of each content area
with clear explanations of every concept and topic and easy-to-
follow chapters.
n Accessible, reliable and trusted – structured to match the
specification and provide learners with the information needed
to build knowledge, understanding and skills.
n Designed to support all students – boost confidence when
tackling the internal non-examined and external examined
assessments with plenty of activities to test and consolidate
knowledge.
n The go-to guide – expert authors have carefully designed tasks
and activities to build skillsets in order to aid progression and
questions to assess understanding.