Unit C10 by fionan

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									C10             Promote children’s sensory and intellectual development

Elements of competence

C10.1           Develop children’s attention span and memory
C10.2           Develop children’s awareness and understanding of sensory experiences
C10.3           Develop children’s understanding of mathematics and science
C10.4           Develop children’s imagination and creativity

Summary
This is a complex and demanding unit covering all aspects of the promotion of sensory and intellectual development in children.

The unit covers supporting the development of concentration, attention and memory and developing awareness and understanding of sensory experiences as well as introducing
mathematical, physical/scientific, relational and other basic concepts. It also covers how workers can support and encourage children expressing their imaginative and creative
ideas freely. Reference is made throughout to providing for children with special learning needs whether these needs arise from physical or sensory impairment or from problems
with concentration or through difficulty in grasping concepts or from lack of confidence and over control in self expression.

Who this unit is aimed at
This unit is appropriate for workers in all types of settings where children are cared for individually or in groups.




Unit: AK8G 04 (C10) Promote children’s sensory and intellectual development
C10             Promote children’s sensory and intellectual development

Principles of good practice
Throughout the unit, candidates must show commitment to the values expressed in the Early Years Statement of Underlying Principles. In particular, they must put into
operation the Principles shown below in the context of the elements and performance criteria indicated.

                         Unit C10                                    Element 1    Element 2         Element 3        Element 4
 Values statement                                                  PCs covered   PCs covered       PCs covered      PCs covered
 The welfare of the child                                                 All        All               All               All
 Keeping children safe                                                                                                    4
 Working in partnership with parents/families
 Children’s learning and development                                      All        All               All               All
 Equality of opportunity                                                             6,8               3                  3
 Anti-discrimination                                                                 8                                   11
 Celebrating diversity                                                                                                    1
 Confidentiality
 Working with other professionals
 The reflective practitioner                                              All        All               All               All

Relationship to other units
This unit is directly linked to and provides a progression path from C8 at Level 2. It also links with the other developmental units at level 3 including C3, C5, C11, C16.




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C10             Promote children’s sensory and intellectual development

Element C10.1                    Develop children’s attention span and memory

                                                                                       Type of evidence — state evidence index no(s)
 Performance criteria                                                                                                                          Date
                                                                              DO   P           W              RA             Q         Other
 1          Planned activities to help develop children’s
            attention span and memory are relevant to their
            developmental level and are sufficiently varied
            to engage and hold the children’s attention
 2          Sufficient time is allowed for children to
            participate in and complete activities to their
            own satisfaction
 3          Activities provided are appropriately timed to
            ensure that they do not exceed the children’s
            effective attention span
 4          Distractions to children’s concentration are
            minimised whilst they complete activities
 5          Sharing of information and planning with
            children is effectively used to help them recall
            and predict events
 6          Children are positively encouraged to describe
            experiences which prompt and structure recall
 7          Personal information about the children is
            effectively used to help them prompt and
            structure recall
 8          Praise, commentary and assistance are
            positively and sincerely offered to help
            maintain and extend children’s attention span
            and memory and to encourage perseverance on
            goal oriented tasks




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C10             Promote children’s sensory and intellectual development

Element C10.1                    Develop children’s attention span and memory

                                                                                       Type of evidence — state evidence index no(s)
 Range                                                                                                                                                           Date
                                                                              DO   P           W              RA             Q                  Other
 1          Children
 a)         with memory and concentration difficulties
 b)         without memory and concentration difficulties

Notes on this element
 examples of activities: listening, watching or in other ways taking in information (receptive activities), construction, puzzles, painting, crafts, play with natural materials etc,
   regardless of whether or not there is a permanent product (productive activities)
 examples of aspects of memory
   recall - description or demonstration of events, actions and emotions previously observed or experienced with or without assistance
   recognition - ability to recognise from visual (eg photographs or drawings), aural or written clues things which have been observed or experienced in the past
   prediction - anticipation of regular events or features of the environment, the ability to think about, plan for and remember facts associated with future events (eg festivals and
   seasonal activities, special events or the coming of visitors).




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C10             Promote children’s sensory and intellectual development

Element C10.2                    Develop children’s awareness and understanding of sensory experiences

                                                                                       Type of evidence — state evidence index no(s)
 Performance criteria                                                                                                                          Date
                                                                              DO   P           W              RA             Q         Other
 1          Planned activities provide stimulating sensory
            experiences appropriate to children’s
            developmental level and the environment
 2          Unplanned opportunities are effectively used to
            promote children’s awareness of their senses
            and their discrimination between sensations
 3          Children’s involvement in, and enjoyment of
            sensory experiences are actively encouraged
            and distractions are minimised
 4          Relevant terms to help children name, describe
            and reflect on their sensory experiences are
            introduced and used in appropriate contexts
 5          Praise, commentary, listening to children and
            assistance are actively used to maintain
            children’s interest
 6          Activities are appropriately adapted to enable
            the participation of children with sensory
            impairments
 7          Children are actively encouraged to describe
            and share their sensory experiences in ways
            which extend their level of understanding




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C10             Promote children’s sensory and intellectual development

Element C10.2                    Develop children’s awareness and understanding of sensory experiences

                                                                                       Type of evidence — state evidence index no(s)
 Range                                                                                                                                                        Date
                                                                              DO   P           W              RA             Q               Other
 1          Sensory experiences
 a)         sight
 b)         hearing
 c)         touch
 d)         smell
 e)         taste
 2          Children
 a)         with sensory impairment
 b)         without sensory impairment
 3          Environments
 a)         indoors
 b)         outdoors

Notes on this element
 examples of activities which enhance sensory experiences: interest table, I-spy games, feely books, scratch and sniff books, sound lotto, tasting the results of cooking
 examples of unplanned opportunities: snowfall, grass cutting




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C10             Promote children’s sensory and intellectual development

Element C10.3                    Develop children’s understanding of mathematics and science

                                                                                       Type of evidence — state evidence index no(s)
 Performance criteria                                                                                                                          Date
                                                                              DO   P           W              RA             Q         Other
 1          Planned activities to help develop the
            children’s understanding of mathematical and
            scientific concepts are appropriate to the
            children’s developmental level
 2          Unplanned opportunities are effectively used to
            extend the children’s understanding of the
            relevant concepts
 3          Activities are appropriately adapted to enable
            the participation of children with special needs
 4          Children’s involvement in, and enjoyment of
            mathematical and scientific learning activities
            are actively encouraged and distractions are
            minimised
 5          Terms which help children name and describe
            relevant concepts are introduced and used at
            appropriate times and in appropriate contexts
 6          Explanations offered are clear and accurate and
            in language appropriate to the children’s
            developmental levels and level of
            understanding, and help children use
            mathematical and scientific understanding to
            solve problems
 7          Praise, commentary and assistance given are
            actively used to maintain children’s interest
            and involvement




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C10             Promote children’s sensory and intellectual development

Element C10.3                Develop children’s understanding of mathematics and science

                                                                                       Type of evidence — state evidence index no(s)
 Range                                                                                                                                                       Date
                                                                              DO   P           W              RA             Q               Other
 1          Children
 a)         with difficulty in grasping basic concepts
 b)         with no difficulty in grasping basic concepts
 2          Concepts
 a)         physical
 b)         relational
 c)         time
 d)         number

Notes on this element
 examples of physical concepts: physical properties of objects such as colour and shape, weight, growth, life and other properties of living organisms, action of physical forces
   such as heat, light, floating and sinking, change of state
 examples of relational concepts: inside/outside, over/under, same/different
 examples of time: time of day, morning afternoon, before, after, tomorrow, yesterday, next week, next year
 examples of number: numbers, sequencing, order, counting, matching/equals, more than/less than, addition, subtraction




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C10             Promote children’s sensory and intellectual development

Element C10.4                    Develop children’s imagination and creativity

                                                                                       Type of evidence — state evidence index no(s)
 Performance criteria                                                                                                                          Date
                                                                              DO   P           W              RA             Q         Other
 1          Planned activities are appropriate to the
            children’s developmental levels and positively
            encourage children to explore a variety of
            roles, cultures and methods of self-expression
 2          Unplanned opportunities are effectively used to
            help children express their imagination and
            creativity
 3          Activities are appropriately adapted to enable
            the participation of children with special needs
 4          Adult intervention is minimised to enable
            children to experience success in achieving
            their imaginative and creative goals, whilst
            maintaining the health and safety requirements
            of the setting
 5          Sufficient time is allowed for children to
            participate in and complete activities
 6          Children’s involvement in, and enjoyment of
            imaginative and creative activities are actively
            encouraged and distractions are minimised
 7          Terms which help children develop creativity
            and imagination and describe relevant concepts
            are introduced and used at appropriate times
            and in appropriate contexts
 8          Praise, commentary and assistance given are
            actively used to maintain children’s interest
            and involvement without taking away
            children’s control of their creative and
            imaginative processes
 9          Children are actively encouraged to describe
            and share their imaginative and creative ideas
            and experiences in ways which are likely to
            increase their self-confidence
 10         Importance of the process rather than the end
            product is stressed at all times
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C10             Promote children’s sensory and intellectual development

 11         Children are positively encouraged to explore
            roles in non-stereotypical ways




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C10             Promote children’s sensory and intellectual development

Element C10.4                  Develop children’s imagination and creativity

                                                                                       Type of evidence — state evidence index no(s)
 Range                                                                                                                                                      Date
                                                                              DO   P           W              RA             Q              Other
 1          Children
 a)         with difficulty expressing imagination and
            creativity
 b)         with no difficulty in expressing imagination
            and creativity
 2          Self expression
 a)         role play
 b)         dance and drama
 c)         creative art
 d)         music

Notes on this element
 role/fantasy play could include: dressing up, playing roles of TV/fantasy characters, constructing and using dens, vehicles etc out of boxes/junk, role play in context of
   structure provided by setting such as shop, home corner etc
 creative/art activities could include: painting, drawing, junk modelling and other activities in which the child designs/determines the goal
 encouraging exploration of various roles and cultures could include: provision of cultural variety in types of cooking items in home corner and clothes in dressing up box,
   encouragement to try out counter-stereotypical roles etc
 distractions to be minimised could include: interruptions through people walking through the area, requests for children to undertake tasks or respond to questions etc




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C10         Promote children’s sensory and intellectual development

Descriptions of knowledge, understanding and skills for this unit

 Development                                                                                                             Relates to performance criteria             State evidence
                                                                                                                                                                     Index no.(s)
 6     The usual sequence and processes of intellectual and language development                                         C10.1.1, C10.3.1, 2, 5, 6
 7     How children develop through various stages, and how they move on to each stage as they are ready to learn        C10.1, C10.2, C10.3, C10.4.1, 7
       all pcs in
 8     How theories, practices and ideas are re-examined in the light of interpretation of evidence                      C10.3.1, 2, 3
 9     The needs and requirements of children with respect to sensory and intellectual development, how children’s       C10.2.2, 5, 7, C10.4
       special needs might affect their sensory development, and how these might be met
 10    The possible effects of environmental, physical, social, cultural and genetic factors in enhancing or impairing   C10.2.1, 2, 6
       children’s sensory development
 11    How to provide appropriate experiences to extend memory and recall                                                C10.1.1, 2, 3, 4
 12    The limitations of memory and concentration in young children, and factors affecting this                         C10.1.1, 2, 3, 4
 13    The role that attention and memory play in learning                                                               C10.1.1, 2, 3, 4
 14    How children respond to what they see, hear, smell, touch and feel                                                C10.2.1, 2, 3, 4, 7
 15    The particular difficulties which may affect the sensory development of children who use more than one            C10.2.4, 6
       language
 16    How intellectual development is linked to the acquisition of mathematical and scientific concepts to solve        C10.3.1, 2, 3
       practical problems
 17    How children learn/acquire mathematical and scientific concepts and how their understanding of concepts may       C10.3.1, 2, 3, 7
       change over time
 18    How children construct their own view of the world through using their own intellectual capacity and the          C10.4.4, 6, 8
       nature of their environment
 19    The role and value of self expression, creative, fantasy and imaginative play in children’s intellectual          C10.4.1, 2, 3, 6
       development
 Curriculum Practice
 20    How to extend experience and learning through the awareness of children’s developmental level                     C10.1.1, 3, 5
 21    How to enable children to be active learners                                                                      C10.3.1, 2, 4, 5, 6, 7; C10.4.1, 2, 6, 7,
                                                                                                                         8, 9, 10
 22      The needs of individual children and the possible reasons for low concentration and attention                   C10.1.1, 2
 23      The concept of sensory impairment, its practical implications for children and for workers promoting their      C10.2.6
         development
 24      How to provide appropriate experiences to extend memory and recall                                              C10.1.1, 2, 3
 25      Why some children have difficulty or are reluctant to participate in imaginative and creative activities        C10.4.1, 2, 3
 26      A variety of appropriate experiences designed to encourage children’s sensory development, develop attention    C10.1.1, 3, 4; C10.2.1, 6
         and memory, their potential value and how to provide them
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C10             Promote children’s sensory and intellectual development

 27    What sensory experiences are, their value and how to provide appropriate sensory experiences                    C10.2.1, 2, 3, 4
 28    How unexpected events and incidents can be used to promote sensory awareness and understanding,                 C10.1.6, 7; C10.2.2
       development of recall
 29    How observation, discovery and exploratory learning can be used in developing children’s understanding of       C10.3.2, 6
       the natural and physical world
 30    The role of play in conceptual development                                                                      C10.3.1, 2, 3, 6
 31    The types of concepts in the range such as shape, position, size and quantity                                   C10.3.1, 2, 5, 6
 32    Why some concepts may be difficult for children to understand                                                   C10.3.6, 7
 33    How to provide a range of activities which involve sorting, matching, sequencing and counting                   C10.3.1, 2, 4
 34    Ways to encourage children to express themselves freely and how to build on children’s own interests            C10.4.1, 2, 3
 35    How children’s expression can be constrained or conditioned by gender or other stereotypical roles and how to   C10.4.1, 8, 11
       counteract this
 36    Ways of supporting children’s spontaneous imaginative play                                                      C10.4.2, 9
 37    The relative significance of process and product in children’s creativity                                       C10.4.9
 Equipment, Materials, Environment
 38      How to provide stimulating environments where children can express themselves freely and to encourage         C10.2.1, 2, 6; C10.4.4
         children’s sensory development
 39      The sorts of materials and equipment which may help children to express creativity and imagination and the    C10.4.1, 9
         rationale behind their use
 40      How to adapt equipment and activities as necessary to make it easier for children with special needs to       C10.4.3
         express their creativity and imagination
 Relationships
 41    How children learn and the ways in which adult interaction can facilitate this learning                         C10.4.2, 4, 5, 6, 7, 8
 42    When and how sensitive adult intervention is needed to help extend and develop children’s imaginative play      C10.4.4, 5, 7
       and awareness of the disruptive potential of such intervention




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C10             Promote children’s sensory and intellectual development


                                                                                                 Type of evidence — state evidence index no(s)
 Knowledge and understanding                                                                                                                             Date
                                                                              DO            P             W             RA             Q         Other
 There is sufficient evidence of knowledge and
 understanding for this unit



                                                                                                 Type of evidence — state evidence index no(s)
 Evidence requirements                                                                                                                                   Date
                                                                              DO            P             W             RA             Q         Other
 The evidence generated by the candidate meets the
 evidence requirements for this unit



 Assessor/Internal verifier comments




Candidate’s name                                                          Assessor’s name                                     IV’s name

Candidate’s signature                                                     Assessor’s signature                                IV signature

Date                                                                      Date                                                Date
Unit: AK8G 04 (C10) Promote children’s sensory and intellectual development                           14

								
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