Subject code: L5CC
BTEC Higher National Diploma in: Childcare Studies
Unit 1: Using information, communication and technology ICT in the study of Childcare Studies
Students will need to develop ICT skills in order to communicate effectively and maximise their study progression.
In this first unit students are presented with tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.
Unit 2: Essential anatomy and physiology part 1
To achieve this unit a learner must :
1 Demonstrate knowledge and understanding of anatomy and physiology of the circulatory systems, musculoskeletal system and central nervous system
2 Identify key homeostatic mechanisms related to the human body and the body systems covered in the unit
3 Be able to discuss negative and positive feedback loops in homeostatic maintenance
4 Understand the physiological processes in growth and repair of the body systems covered in the unit
Unit 3: Essential anatomy and physiology part 2
Hormones are chemical messengers which target specific organs and tissues in the body, influencing growth and metabolism. Although the endocrine system, which is under the control of the ANS is partially responsible for homeostatic maintenance, its main role is control of precise and slow changes of this state.
Unit 4: Embryology and foetal development
Unit 5: Birth and beyond
During the first year of life many milestones are reached in a baby’s life, in addition to the maturation of body systems, and psychological adjustment to life outside the uterus. The following table gives a basic outline of some of these milestones. Bear in mind that the specified times vary for each individual, and non-conformation to these guidelines does not automatically indicate that there are developmental problems with the child.
Years 1 to 4. During this period the child begins to develop their cognitive skills and language. Years 4 to 9 covers the period when the child starts school and can be difficult emotionally, both for parents and children
Unit 6: Language, speech development and attachment
In addition to relating words to specific objects, people, places and time, there are the more complex components of language to acquire; plurals, verbs, nouns, adjectives, and so on. In isolation, the words are just empty containers with no meaning. Without the knowledge of meaning, repetition of words is pointless and of little relevance within the process of human interaction. Therefore these key issues are explored in the unit
Unit 7: Childhood illness
The immune system is thus fooled into making memory cells so that if the person is ever infected to the real virulent pathogen, the more powerful secondary immune response is triggered and the pathogen is killed before it can cause the disease. This technique is called vaccination and is commonly used to provide artificial immunity to a number of potentially-fatal diseases. In the UK, children are commonly vaccinated against diphtheria, tetanus, whooping cough, polio, measles, mumps, rubella and TB.
Unit 8: Basic nutrition for children
To stay alive and to carry out the key activities of ingestion, digestion, absorption, respiration, movement and co-ordination, circulation, excretion and reproduction.
To control and regulate our metabolic processes.
To build up our resistance to, and fight, illness and disease.
To enable growth, repair and maintenance of our muscles, bones, organs and tissues.
There are six major groups of nutrients: carbohydrates, proteins, fats and oils (otherwise known as lipids), vitamins, minerals and water.
They all work together in our bodies to provide good nutrition to enable us to achieve optimal health, with each nutrient performing a specific function. If just one of these nutrients is missing from our diet, then, our bodies are at a disadvantage.
Generally, once a child has been fully weaned, the diet should be balanced and contain all food groups. There may be restrictions if there is milk intolerance or allergies. If you are working with children, these will be specifically noted on child records.
Unit 9: Cognitive development
Unit 10: Educational development
In the UK virtually all children between the ages of five and 16 spend about half their waking hours in school during term time, which amounts to around 15,000 hours of their lives in total. Regardless of the medium of delivery, education is of vital importance to society and, as such, is of considerable interest to sociologists. This interest is wide ranging and is not only confined to schools, but includes lifelong learning and encompasses a great many social contexts.
Unit 11: History of the child
Childhood is a fundamental stage and its influence extends into adult life. To guarantee that children and adolescents have the best possible start in life is the way to ensure the development and progress of nations.
The school leaving age in the UK is currently 16 years with the preference that all school leavers will go onto further or higher education. Therefore children are delaying entering the workplace until a much later age – sometimes 25 or 26 years.
There is a legal requirement for parents to see that their children attend school, and there are legal sanctions if this is not observed.
Child healthcare begins before birth with the ante-natal care of the mother. Following birth and until the age of 5 years children are regularly seen by the health visitor and allied healthcare professionals to check on their wellbeing, growth and development.
All these changing aspects of chide development relating to childcare are discussed
Unit 12: Child psychology
Within this unit the aims and objectives of child psychology are examined. Methods of research will be presented and discussed, together with ethical considerations which are specific to children.
Today’s childhood experience is unique in terms of expectations, opportunity and social perspectives. The module looks at the experience of the modern child from an holistic viewpoint and asks ‘what is that experience’?
Unit 13: Learning through play and interaction
Unit 14: Understanding relationships
Whatever method of communication is used it has a cyclical process which is the conveyance and reception of messages that need to be disseminated.
Unit 15: Working with children
Unit 16: Legislation and safe practice for child care work
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