National Occupational Standards
Sector
Health and Social Care
Job Family
Childcare
Job Title
Child Care
MQF
Level 4
Mandatory Competences
CDC 401
Develop and promote positive relationships
CDC 402
Develop and maintain a healthy, safe and secure environment for children
CDC 403
Promote children’s development
CDC 404
Reflect on and develop practice
CDC 405
Protect and promote children’s rights
CDC 406
Support children with disabilities or individual educational needs and
their families
CDC 407
Meet regulatory requirements in the childcare setting
CDC 408
Plan and implement positive environments for babies and children
under 3 years
CDC 409
Provide physical care that promotes the health and development of babies and
children under 3 years
CDC 410
Create environments that promote positive behaviour
CDC 411
Maintain and develop a registered child care service
CDC 412
Deliver services to children and families who are bilingual or whose preferred
language is not Maltese or English
Version 1 – March 2017
CDC: 401
Develop and Promote Positive Relationships
Description
of Unit
Workplaces require interaction with others, particularly in care-giving
settings, where communication between a variety of stakeholders is
required. Developing and promoting positive relationships with both
children and adults ensure that the children’s best interests are
safeguarded by all those responsible for care-giving, and that children will
be able to thrive and develop their own relationships with others
The candidate is required to know how to develop meaningful positive
relationships with children and support children in developing positive
relationships. The development of meaningful positive relationships with
children and adults is done by:
1. Communicating effectively.
2. Adapting his/her behaviour according to the age, needs and
developmental stage of the child.
3. Supporting the development of the child through the interaction itself.
4. Listening and responding effectively to the children and their parents.
5. Adopting evidence-based strategies that encourage the development
of the child.
Performance
Criteria
6. Reinforcing positive behaviours.
7. Adopting and integrating
developing relationships.
anti-discriminatory
practices
when
8. Being sensitive to the communication difficulties that can be
experienced by children and adults.
9. Dealing promptly and effectively with conflict.
10. Showing the ability to develop and nurture relationships with other
adults, for the benefit of the service and of the service-users.
11. Having a good working knowledge of the relevant legal requirements
and procedures covering the way he/she relates to and interacts with
children; this includes knowledge of the various laws, standards and
legislations that regulate social welfare provision in general and also
the particular sector in which candidates is going to work.
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Level 4 Child Care worker must know:
1. The importance of good working relationships in the setting.
2. The relevant legal requirements covering the way one relates to
and interact with children.
3. The relevant legal requirements and procedures covering
confidentiality and the disclosure of information.
4. When a child is distressed and/or upset and act accordingly.
5. The importance of encouraging children to be sensitive to the
feelings of others.
Required
Knowledge
6. The relevant legal requirements1 covering the needs of disabled
children and those with individual educational needs.
7. Their rights so that they will be able to know which channels to
use to try to defend themselves in case of an accusation of
misconduct.
8. The communication techniques and strategies needed with
children.
9. The importance of encouraging children to be sensitive to the
feelings of others.
10. The meaning of anti-discriminatory practice and how to integrate
this into one’s relationships with children and other adults .
11. How to adapt one’s behaviour and communication with children
to meet the needs of the children of different ages, genders,
ethnicities, needs and abilities.
12. The strategies that can be adopted to help children to feel
Education Act 2006 & Inclusive Education Equal Opportunity Act 200 (Chapter 413) Early Intervention; Early
Childhood Educ. & Care 2006 National Standards for Child Care day facilities 2006 (10)
1
Creating Inclusive schools Inclusive Education Policy 2000
3
welcome and valued in the setting.
13. The importance of relationships with peers and adults in the
childcare setting and understand why these relationships are
important.
14. What is meant by ‘appropriate’ and ‘inappropriate’ behaviour
when interacting with children, the policies and procedures to
follow and why these are important.
15. The importance of encouraging children to make choices for
themselves and strategies to support this.
16. The importance of involving children in decision-making and
strategies one can use to do this.
17. How to negotiate with children according to their age and stage
of development.
Required
Knowledge
18. Strategies that can be used to show children that their
individuality is respected.
19. How to balance the needs of individual children with those of the
group as a whole.
20. The importance of clear communication with children and
specific issues that may arise in bilingual and multilingual
settings.
21. Why it is important for children to ask questions, offer ideas and
suggestions and how one can help them do this.
22. Why it is important to listen to children.
23. How to respond to children in a way that shows that the carer
values what they have to say and the types of behaviour that
could show that the carer does not value their ideas and feelings.
24. The importance of being sensitive to communication difficulties
with children and how to adapt the way one communicates in
different situations.
25. How the carer can help children to understand the value and
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importance of positive relationships with others.
26. The importance of children valuing and respecting other people’s
individuality and how the carer can encourage and support this.
27. Why it is important for children to understand and respect other
people’s feelings and how one can encourage and support this.
28. Why it is important to be consistent and fair in dealing with
positive and negative behaviour.
29. The importance of positive relationships for the child’s
development and future well-being.
30. The strategies the carer can use to encourage and reinforce
positive behaviour.
Required
Knowledge
31. The strategies one can use to challenge and deal with different
types of behaviour which are consistent with the organisation’s
policies.
32. Why it is important for children to be able to deal with conflict
themselves and what support they may need from the carer:
according to their age, needs and abilities.
33. Why it is important to encourage and support positive
relationships between children and other adults in the setting
and strategies the carer can use to do this.
34. The importance of positive relationships for the child’s
development and future well-being.
35. Why positive relationships with other adults are important.
36. Why it is important to show respect for other adults’
individuality and how to do so.
37. The importance of clear communication with other adults and
how this can be achieved.
38. The importance of being sensitive to communication difficulties
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with other adults and strategies one can use to overcome these.
39. How and when it may be necessary to adapt the way the carer
communicates to meet the needs of other adults.
Required
Knowledge
40. The typical situations that may cause conflict with other adults
and how to deal with these effectively.
Level 4 Child care worker is able to:
1. Develop relationships with children:
a) Communicate with other adults politely and courteously in a way
that is appropriate to them.
b) Adapt behaviour to the age, needs and abilities of individual
children.
c) Negotiate with children about their needs and preferences and
involve them in decision-making as appropriate to their stage of
development.
d)Apply inclusive and anti-discriminatory practice in one’s
relationships with children.
Required Skills
e) Make sure one’s behaviour with children is appropriate at all
times.
f) Give attention to individual children in a way that is fair to them
and the group as a whole.
g) Respect confidential information about children, as long as this
does not affect their welfare.
h) Demonstrate an awareness of legal requirements to work with
children and deal with confidentiality issues to facilitate and
support children’s relationships within peers and adults in the
setting.
2.
Communicate with children:
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a) Communicate with children in a way that is appropriate to their
age, needs and abilities.
b) Listen to children and respond to them in a way that shows that
what they say and feel is valued.
c) To understand children by asking questions clarifying and
confirming what the children mean.
d) Encourage children to ask questions, offer ideas and make
suggestions.
e) Recognise when there are communication difficulties and adapt
the way one communicates accordingly.
3. Support children in developing relationships:
Required Skills
a) Support children in developing agreements about ways of
behaving, according to the requirements of the setting or service.
a) Support children who are distressed and/or upset, and act
accordingly.
b) Support children who have been upset by others.
c) Encourage and support children to sort out conflict for
themselves, according to their age, needs and abilities.
d) Encourage and support other adults in the setting to have
positive relationships with children.
e) Encourage potential barriers to possible relationship formation.
4. Communicate with adults:
a) Communicate with other adults politely and courteously and in a
way that is appropriate to them.
b) Show respect for other adults’ individuality, needs and
preferences.
c) Respond to other adults’ requests for information accurately
within agreed boundaries of confidentiality.
d) Actively listen to other adults, asking questions and clarifying
and confirming key points.
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e) Recognise when there are communication difficulties and adapt
the way communicate accordingly.
Required Skills
f) Handle any disagreements with other adults in a way that will
maintain a positive relationship.
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CDC: 402
Develop and Maintain a Healthy,
Safe and Secure Environment for Children
Description
of Unit
Workplaces and work activities contain risks to the health and safety of
workers, service-users and visitors. Several regulations are aimed at
ensuring the health, safety and protection of children. It is the duty of both
the carer and the manager to follow such regulations to minimise any
risks to the children’s protection, health and safety.
The candidate is required to show understanding and compliance with
laws and procedures2 aimed at minimising risks to children’s health,
safety and protection.
The candidate must be aware of the health and safety requirements
mentioned in national standards and legislations.
The candidate must be able to assess and deal with the various health and
safety risks that a child might be exposed to in the particular sector in
which she/he is working. These include the following:
Performance
Criteria
1. Security and safety risks with regards to arrival and departure of
children from facility.
2. Security risks during outings.
3. Risks associated with the safe storage of dangerous objects and
materials (including but not only cleaning materials, medicines and
medical supplies, etc).
4. Signs, symptoms and treatment of childhood health problems
(such as disease and allergies).
5. The storage of food and disposal of waste.
Data Protection Act (Chap. 440 of the Laws of Malta); Occupational Health and safety Authority Act (Chap.
424); Equal Opportunities (Persons with Disabilities) Act (Chap. 413); National Standards for Child Day Care
Facilities (2006).
2
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6. Hygiene.
Performance
Criteria
7. How to physically handle children to minimise risks for
him/herself and child.
8. Safe physical restraint of the child when necessary.
9. Recognising signs and symptoms of childhood health problems and
administrating First Aid to children.
Level 4 child care worker must know:
1. Good practice surrounding manual handling of children and the risks
associated with lifting and carrying children.
2. The basic stages of child development and the implications these have
for health, safety and security arrangements.
3. How to be sensitive of different attachment styles.
4. How to carry out safety checks of the children’s indoor and outdoor
environment before and during work activities, to include:
a) facilities and equipment;
b) toilet and washing areas;
c) movement and activity of children.
5. About security arrangements; which should include:
Required
Knowledge
a) children’s arrival at the setting;
b) children’s departure from the setting;
c) outings.
6. The regulations and procedures for the storage and administration of
medicines.
7. The principles and models of risk assessment that are applied in one’s
setting to cover the environment for children and colleagues, both
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indoors, outdoors and on outings.
8. Why it is important to allow children to assess and manage risk
according to their stage of development and how this can be done.
9. How to record accidents and incidents.
10. What the appropriate contents of a first aid kit are.
11. The correct responses to situations involving accidents and injuries,
taking into account the age of the children and the procedures of the
setting.
12. Signs and symptoms of common childhood illness and allergies and
appropriate responses according to established procedures.
13. How to keep up to date with the health requirements of each child
making use of the facility.
14. How to the legal implications of care and custody.
15. The Civil Code, Cap 16 part IV entitled ‘Parental Authority’.
Required
Knowledge
16. About good hygiene practice, including:
a) principles of cross infection;
b) appropriate systems to dispose of different types of waste, food
handling;
c) handling body fluids;
d) issues concerning spread of HIV and AIDS virus and hepatitis.
17. The emergency procedures in the setting, concerning fire emergencies,
missing children, evacuations, etc.
18. The statutory and regulatory arrangements covering health and safety
for the children, colleagues, families and visitors in the setting or
service.
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Level 4 child care worker is able to:
1. Establish a healthy, safe and secure environment for children:
Required Skills
a) Have up-to-date and accurate information about the health,
safety and security requirements for one’s setting.
b) Have up-to-date and accurate information about the health and
dietary needs of all children using the facility.
c) Check all areas of the setting and identify and record hazards.
d) Identify and remove those hazards that can be eliminated.
e) Assess the levels of risk for all other hazards and establish
procedures for managing these risks to an acceptable level.
f) Make sure that all children and adults using the setting have
information about the health, safety and security procedures
relevant to them.
g) Review and revise health, safety and security procedures in
line with changing circumstances and requirements, and to
make improvements.
h) Deliver a service to children with different attachment styles.
2. Maintain a healthy, safe and secure environment for children:
a) Assess the health, safety and security of the setting before
starting, during and at the end of work activities.
b) Follow health, safety and security procedures.
Required Skills
c) Make sure children and adults in the setting are following
health, safety and security procedures, providing them with
help and support when necessary.
d) Maintain supervision of children appropriate to the levels of
risk and the child’s age, needs and abilities.
e) Encourage children to help manage risk for themselves.
f) Encourage children’s awareness of their own and others’ safety
and their personal responsibility.
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g) Contribute to safety on outings, according to one’s role and
responsibility.
h) Knows how to provide first aid to children aged between 0 and
5 years.
3. Supervise procedures for accidents, injuries, illnesses and other
emergencies:
a) Identify signs and symptoms which may indicate health
problems.
b) Make sure that accidents, injuries, signs of illness and other
emergencies are promptly identified.
c) Follow the correct procedures to deal with accidents, injuries,
signs of illness and other emergencies calmly and safely.
d) Make sure that oneself and others are not put at unnecessary
risk.
e) Provide comfort and reassurance to those involved.
Required Skills
f) Make sure that first aid and medication are provided, according
to the correct procedures. Follow the correct procedures for
recording and reporting accidents, injuries, signs of illness and
other emergencies.
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CDC: 403
Promote Children’s Development
Description
of Unit
Children develop rapidly during the first few years of their life. Children’s
development is heavily influenced by the environment in which they live.
Workers in childcare settings, thus, have the responsibility to ensure that
children are given all the necessary support to develop in a healthy
manner.
The candidate is required to show understanding of the development of
children aged between 0 and 3 years. Additionally, the candidate must be
able to:
1. Assess, assist and promote children’s development to enable children
to reach their full potential.
Performance
Criteria
2. Assess the progress of the child through the use of various ‘tools’ (such
as observation) and develop realistic goals and expectations for the
child.
3. Assess children and develop goals in line with current theories of
development and play, and thus the candidate requires in-depth
holistic knowledge of such theories and must demonstrate the ability
to apply such theories to practice.
Level 4 child care worker must know:
Required
Knowledge
1. The importance of involving children and families as partners in
observation and assessment and testing out findings with colleagues,
families and other agencies.
2. The safeguards that need to be in place when assessing children and
the need for objectivity.
3. The importance of having high expectations of children, based on
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realistic expectations of what they can achieve.
4. The techniques of observation that is appropriate for different
purposes.
5. The setting’s processes and procedures for observing, assessing and
recording: when and how these link to external requirements or
‘baselines’ or curriculum frameworks followed in the home country.
6. The difference between formative and summative assessment, the use
of profiling and different forms of assessment used in the setting.
7. How to plan a programme of activities according to the child’s ability
(after this has been carefully observed) and how to use scaffolded
activities to promote development).
Required
Knowledge
8. The influences3 on how children develop and what these might mean
in the context of the children the carer is working with.
9. How current theories of play can inform practice.
10. To which agencies children should be referred too when there are
concerns about their development.
11. The importance of recognising that children's development is holistic,
even though for convenience it is divided into different interconnected
areas, and how this affects practice.
12. That there are competing theories of how children develop and how
current theoretical views influence practice.
13. That children develop at widely different rates, but in broadly the
same sequence 4.
3
•
•
•
•
•
•
•
Examples might be:
Health status: physical and mental health
Genetic inheritance
Gender
Social, cultural, environmental, financial and family background and circumstances
Disability and sensory impairments
Play opportunities and environment
Discrimination
15
14. That development depends on the children's level of maturation and
their prior experiences and that adult expectations should be realistic
and take this into account.
15. How a detailed knowledge of children and young people’s
development helps the carer recognise when they might need
additional support, when and where the carer will need to forward
her/his concerns to parents or other agencies or professionals.
16. About children and young people’s expected patterns of development.
The pattern of development includes the expected order or sequence
in which development takes place, the development the carer would
expect to see and the usual rate of development. The carer must know
and understand how the following apply to children aged 0-5:
a) Physical development.
Required
Knowledge
b) Communication, intellectual development and learning.
c) Social, emotional and behavioural development.
Level 4 child care worker is able to:
1. Observe development:
a) Identify the reasons for observing and assessing development.
Required Skills
b) Select appropriate techniques of observation and types of
recording format.
c) Obtain necessary permissions to observe children from the
appropriate adults.
d) Discuss the observation with the children to be observed and
respond appropriately to their views, according to their age,
General sequence is:
• Moving from simple to complex actions
• From head to toe (developmental progresses downwards)
• From inner to outer (actions near the body to more complex ones further from the body) e.g. co-ordinating
their arms: using gross motor skills before developing fine motor skills to use their fingers
• From general responses to those that are more specific e.g. a baby showing pleasure using its whole body, to
an older child using appropriate words and gestures
4
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needs and abilities.
e) Minimise distractions and observe children without intruding
or causing unnecessary stress.
f) Use appropriate techniques to observe children, covering all
required aspects of their development and their behaviour.
g) Maintain confidentiality, according to setting procedures.
h) Implement data protection procedures.
2. Assess development and reflect upon implications for practice:
a) Undertake formative and summative assessments.
b) Make sure that the assessments are based on observational
findings and other reliable information.
c) Use information from colleagues, families, children and other
appropriate adults to inform one’s assessments.
d) Record the assessments, maintaining confidentiality as
appropriate to the procedures of the setting.
e) Share findings with children and family members, as
appropriate.
f) Refer concerns about children to relevant external agencies
when required.
g) Reflect upon the assessments of children’s development and
identify implications for practice.
3. Plan provision to promote development:
a) Plan provision for individual children, based on one’s
assessment of their developmental progress and the reflection
on practice.
b) Regularly review and update plans for individual children.
c) Ensure plans balance the needs of individual children and the
group in settings where this is appropriate.
4. Implement and evaluate plans to promote development:
a) Implement plans flexibly and evaluate their effectiveness in
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promoting development.
b) Evaluate the implementation of plans.
c) Evaluate the outcomes of planning for individuals and groups,
in settings where this is appropriate.
d) Regularly review practice in terms of positive developmental
outcomes for children.
e) Promote activities in a non-gender-biased manner.
5. How to promote children’s development from 0 to 3, how and why the
carer:
a) Provide a safe, secure and encouraging environment in
partnership with families.
b) Adapt practice and supports all the children in one’s care,
including those with disabilities and special educational needs.
c) Adapt the environment and activities so that all children can
take part equally and, where necessary, provide alternative
activities.
d) Provide a framework to support inclusion and antidiscriminatory practice to meet individual needs.
e) Develop close, relationships which include an appropriate level
of physical contact with the child, which is also important for
the child’s mental health.
f) Support emotional well-being and intelligence.
g) Encourage independence, moving from a base of secure close
relationships.
h) Provide an environment that is baby and child friendly and
encourages play, exploration and problem solving.
i) Encourage babies and young children to make choices, express
individual preferences and become aware of others.
j) Be realistic, positive, consistent and supportive in one’s
responses to children’s behaviour.
k) Sensitively support toilet training.
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l) Encourage sensory learning through the provision of
appropriate sensory experiences.
m) Encourage babies to learn and develop from birth through
practising skills and repeating activities.
n) Encourage creativity from the earliest age.
o) Play with and alongside babies and children to encourage and
support their creativity from the earliest age.
p) Use everyday routines and culturally and developmentally
appropriate activities, materials and first-hand experiences to
support learning and intellectual development.
q) Identify and support children’s early literacy and numeracy e.g.
counting, mark making, interest in environmental print, using
mathematical language.
r) Restrict exposure to TV and video and provide a balance of
quiet and noisier periods.
s) Support children’s communication as they move from
listening/watching through to talking, reading and writing.
t) Use a range of verbal and non-verbal communication strategies
such as talking, listening, making eye contact, persona dolls,
singing, rhymes, and stories.
u) Adapt strategies for children where English or Maltese is not
the home language or where there are communication
difficulties.
v) Support children’s early communication in bilingual or
multilingual settings.
w) Meet physical needs including nutrition and healthy eating.
x) Encourage development of gross and fine motor skills, through
the provision of appropriate activities and equipment.
y) Provide a safe environment that encourages children’s to
develop physical skills and confidence in movement.
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CDC: 404
Reflect on and Develop Practice
Description
of Unit
Being reflective is a fundamental part of self-development: it enables
practitioners to learn from past experience and improve practice in an
informal way, and also urges practitioners to seek formal training in
particular areas.
The candidate is required to:
a) Show understanding of the importance of both formal and
informal continuous professional development (both through
formal vocational and academic training courses and informal
education).
Performance
Criteria
b) Monitor and assess one’s own work.
c) Evaluate her/his own performance.
d) Come-up with solutions for any problems (in his/her own
performance) or issues that might become apparent.
e) Strengthen the areas where performance seems to be
satisfactory.
f)
Seek to improve her/his competence.
Level 4 child care worker must know:
Required
Knowledge
1. Why reflection on practice and evaluation of personal effectiveness is
important.
2. How learning through reflection can increase professional knowledge
and skills.
3. How reflection can enhance and use personal experience to increase
confidence and self-esteem.
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4. Techniques of reflective analysis:
a) Questioning what, why and how
b) Seeking alternatives
c) Keeping an open mind
d) Viewing from different perspectives
e) Thinking about consequences
f) Testing ideas through comparing and contrasting
g) Asking ‘what if?’
h) Synthesising ideas
Required
Knowledge
i) Seeking, identifying, and resolving problems
5. The use of reflection as a tool for contrasting what the carers says they
do and what they actually do.
6. How to use reflection to challenge existing practice.
7. The difficulties that may occur as a result of examining beliefs, values,
and feelings.
8. How to assess further areas for development in one’s skills and
knowledge through reflection, feedback and using resources such as
the internet, libraries, journals.
9. How to develop a personal development plan with objectives that are
specific, measurable, achievable, realistic and with timescales.
10. The availability and range of training and development opportunities
in the local area and how to access these.
11. The importance of integrating new information and/or learning in
order to meet current best practice, quality schemes or regulatory
requirements.
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Level 4 child care worker is able to:
1. Reflect on practice:
a) Monitor processes, practices and outcomes from one’s own
work.
b) Evaluate one’s own performance (achievements, strengths
and weaknesses) using best practice benchmarks.
c) Reflect on the interactions with others.
d) Share reflections with others and use their feedback to
improve one’s own evaluation.
e) Use reflection to solve problems.
Required
Skills
f) Use reflection to improve practice.
2. Take part in continuing professional development:
a) Identify areas in one’s knowledge, understanding and skills
where this could develop further.
b) Develop and negotiate a plan to develop the knowledge, skills
and understanding further.
c) Seek out and access opportunities for continuing professional
development as part of this plan.
d) Use continuing professional development to improve one’s
practice.
e) Support the managers in appraisals of self and others.
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CDC: 405
Protect and Promote Children’s Rights
Description
of Unit
Children’s holistic well-being is of paramount importance. It includes the
child’s right to have a voice, to be treated with dignity as an individual,
and to be protected and safeguarded.
The candidate must have:
a) Knowledge of (National & international) legislation, regulations
and good practice surrounding children’s rights and protection.5
b) Knowledge of how to meet the requirements posed by the
aforesaid legislation and practices.
c) The ability to identify any threats to such rights and protection
(such as discrimination, abuse or neglect) and report through the
appropriate channels.
Performance
Criteria
d) Awareness of the factors that increase the children’s vulnerability
to abuse and discrimination.
e) The ability to recognise and remove barriers to participation that
might hinder the child’s development.
f) The ability to make use of the personal, community and societal
resources available to be able to overcome such barriers.
Furthermore, the candidate must:
a) respect persons as individuals;
b) indiscriminately promote children’s rights;
c) be able to asses and plan for the child’s individual needs;
d) promote equality of opportunity for all children and their parents;
e) ensure that all children receive a high quality service without
The candidate must have basic knowledge of the following: UN Convention on the Rights of the Child (1989);
Equal Opportunities (Persons with Disability) Act (Chap. 413) and Equality for Men and Women Act (Chapter
456); Legal Notice 85 of 2007 - Equal Treatment of Persons Order, Legal Notice 181 of 2008 - Access to Goods
and Services and their Supply (Equal Treatment) Regulations.
5
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discrimination;
Performance
Criteria
f) contribute to collect data on the effectiveness of antidiscriminatory practices and reformulate such practices according
to the findings;
g) show knowledge of how to involve the parents and families of the
children in anti-discriminatory practices.
Level 4 child care worker must know:
1. The legislation covering children’s rights and laws covering equality
and inclusion within the home country and how these relate to the
setting.
2. How to work with children in the context of the UN Convention on the
Rights of the Child, e.g. the child’s right to self-expression, play,
cultural identity, freedom from exploitation.
3. The various forms of discrimination, the groups most likely to
experience discrimination and the possible effects of discrimination
on the children and families.
Required
Knowledge
4. How inequalities are embedded in society.
5. The negative effects of inequalities on all children: this must include
the negative effects on children who are not themselves directly
experiencing inequality.
6. The Difficulties in accessing provision and services that might be
experienced by children and families and how procedures and
practices can work to overcome these and improve services.
7. What barriers to participation might be present, e.g. attitudes,
language, mobility; lack of information/knowledge of the benefits of
children’s services, environmental barriers, discrimination; and how
the carers would ensure these were recognised and removed.
8. The kinds of community resources and support that are available to
support equality access, the scope of opportunities for referral if
necessary and sources if information for children and families.
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9. How to ensure that service-provision aims to meet current guidance
for implementing inclusion and anti-discriminatory practice.
10. How to assess and plan for children’s needs, drawing on available
resources and support services.
11. That children have a right to high quality provision that meets their
individual needs.
12. The Organisational strategies and practice issues to ensure equal
access and compliance with legislation for disabled children and
children with special educational needs within your workplace.
13. The requirements of legislation, regulation and codes of practice for
safeguarding and protecting children relevant to the setting. The duty
of all within the sector to safeguard children, includes:
Required
Knowledge
a) Whistle blowing where there are concerns about colleagues or
in other difficult circumstances.
b) Where one’s concerns may not be seen to be taken seriously or
followed through when following normal procedures.
14. The importance of monitoring provision and the need for
accountability to children, parents, families and other agencies.
15. The importance of partnerships with parents and families and how
these partnerships can be developed and supported.
16. The importance of following procedures without forming premature
judgments regarding suspected or actual abuse.
17. The understanding what increases child’s vulnerability to abuse and
exploitation and the importance of empowerment, confidence and
resilience for a child’s welfare.
18. The recognition of social emotional, psychological factors and/or
abuse of substances which may cause or aggravate the adults which
might increase the risk abuse on a child.
25
19. The policies and procedures and the lines of reporting in the setting or
service concerning suspected or actual abuse.
Required
Knowledge
20. The safe working practices that protect children and adults who work
with them.
21. The importance of promoting children’s assertiveness, self confidence
and self-esteem which enable children to protect themselves.
22. The benefits of a multi-professional, multi-agency approach in
maximising the children's experiences and learning, drawing on local
communities and external expertise.
1. Promote equality of access:
a) Provide information for children, families and communities
that promotes participation and equality of access.
b) Implement transparent procedures and information about
access to provision to meet the needs of all children.
c) Welcome children from all backgrounds (cultural, social,
familial, economic), ensuring barriers to participation are
identified and removed.
d) Seek and respect the views and preferences of children,
adapting the practice to the child's age, needs and abilities.
Required Skills
e) Embrace the involvement of all relevant local community
groups and other organisations in the setting or service and
provide information on services and resources.
f) Find appropriate ways to provide information about equality of
access to children and families who have found services hard to
access.
g) Provide information to children about their rights and
responsibilities in the context of your setting
2. Implement strategies, policies, procedures and practice for inclusion:
a) Use inclusive and anti-discriminatory practice in planning and
delivery of provision, according to current guidance.
26
b) Provide an environment, activities and experiences that
promote positive images of diversity present in the wider
society.
c) Assess and contribute to meeting the individual needs of
children.
d) Organise the provision to facilitate access and participation for
disabled children and children with individual educational
needs.
e) Promote all children’s entitlement to the full range of activities
and learning experiences.
f) Monitor and evaluate how effective the provision is in
implementing inclusive practice and implement change to
improve the service you offer.
g) Ensure confidentiality and privacy for children, except where
their well-being and the well-being of others is at stake.
Required Skills
3. Maintain and follow policies and procedures for protecting and
safeguarding children:
a) Maintain and follow organisational procedures for the
protection and safeguarding of children and refer accordingly.
b) Follow policies and procedures for safeguarding children under
your care.
c) Recognise indicators of possible child abuse.
d) Help children to protect themselves from abuse.
e) Respond sensitively to a child’s disclosure of abuse.
f) Promote an environment of openness and trust, allowing
children to express themselves in their chosen way.
g) Follow safe working practices that protect children and
practitioners.
h) Promote participation and equality practices amongst children
and within the child care centre.
Collect relevant data and contribute to the development of an individual
educational programme that is designed adapted for the needs of the child
27
CDC: 406
Support Children with Disabilities or Individual Educational
Needs and Their Families
Description
of Unit
Childcare facilities must be able to offer a good service to all children,
without discriminating against children with disabilities and/or
individual educational needs. The workplace must be geared towards
providing full accessibility not only to the physical premises and
equipment but also to the activities that go on with the facility.
The candidate must show an understanding:
a) of the skills that contribute to the inclusion of children with
disabilities; and
b) of individual educational needs;
c) of how to support children with disabilities and individual
educational needs participate in the full range of activities and
experiences;
d) ofthe fact that certain parents are capable of providing
information and knowledge on hot to cater for the needs of
children with disabilities.
Performance
Criteria
The candidate must also be aware of the resources available to support
children with disabilities and their families, and must be able to guide
them on how to access such resources. The candidate must:
a) be able to plan his/her work according to the developmental
requirements of the children;
b) be able to adapt her/his practice to each individual child’s
requirements;
c) know how to use various approaches when working with
children with disabilities and how to use the equipment that
individual children may need;
d) be aware of the importance of early assessment and
intervention to reduce the worsening of developmental and
educational difficulties.
28
Level 4 child care worker must know:
1. The possible impact of having a child with a disability or individual
educational needs within a family and the varied responses of carers,
siblings, and the wider family.
2. The legislation, regulations and codes of practice affecting provision
for children with disabilities and children with individual educational
needs within the carer’s home country.
3. The assessment and intervention frameworks for children with
individual educational needs.
4. The rights of all children to participation and equality of access as
stipulated by the relevant legislation.
5. About the specialist local and national support and information that is
available for the carer and for the children and families.
Required
Knowledge
6. How to develop and nurture partnerships with parents, families and
guardians.
7. That there are ‘expert parents’ with wide-ranging and in-depth
knowledge of their child and the disability or individual educational
need, who can offer support to others.
8. About integration and inclusion works in the carer’s setting and local
area and the reasons for its benefits or otherwise.
9. The details about particular disabilities or individual educational
needs as they affect the children and the carer’s ability to provide a
high quality service.
10. The expected level of development for the children for whom he/she is
responsible.
11. The possible effects of communication difficulties and attention
deficits.
12. The purpose and use of Augmentative and Alternative Communication
and assisting children through use of all available senses and
experiences. While also be aware of the benefits that all children gain
29
from an inclusive setting.
13. How to plan for each child’s individual requirements according to
his/her age, needs, gender and abilities.
14. How to adapt one’s practice to meet the needs of all the children for
whom one is responsible, according to the children’s age, needs and
abilities.
Required
Knowledge
15. What specialist aids and equipment are relevant and available for the
children the carer works with and how to use these safely and
effectively.
16. About the importance of early recognition and intervention to prevent
other difficulties from developing.
17. Of and be able to use, specialist terminology in the interest of the
children with whom the carer works, whilst ensuring that use of such
terminology does not act as a barrier to communication.
18. The different levels of modifications that may be needed to deliver a
service to children with disabilities.
Level 4 child care worker is able to:
1. Contribute to the inclusion of children with disabilities and their
individual educational needs:
Required Skills
a) Seek information about children from families and external
support agencies in order to assess and respond to the child's
individual needs.
b) Identify barriers to participation; take steps to remove these
and support children’s participation and equality of access.
c) Involve and consult children and families at each stage of
determining the steps that have to be taken to support
participation and access.
d) Develop individual plans to meet each child's needs.
e) Contribute to the drawing-up of children’s development
30
reports.
f) Able to identify resources needed.
g) Draw the attention of superiors when a statutory assessment is
required.
h) Support children appropriately through transitions to ensure
continuity of experiences.
i) Refer concerns about children, according to setting procedures
and policies.
2. Help children with disabilities and individual educational needs to
participate in the full range of activities and experiences:
a) Identify and take steps to overcome barriers to communication
and socialisation.
Required Skills
b) Identify and take steps to overcome barriers to participation in
the full range of activities and experiences.
c) Offer alternative activities if appropriate.
d) Implement adaptations that can be made without the use of
special aids and equipment.
e) Identify and deploy specialist aids and equipment as necessary.
f) Adapt the environment, including layout of furniture and
accessibility of equipment, where this is necessary and within
one’s role and responsibility.
g) To request boundaries for behaviour with children and families
and guardians.
3. Support families and guardians to respond to children's needs:
a) Encourage family members and guardians to participate in
observing and identifying the needs of children.
b) Actively encourage family members and guardians to
participate in activities with children.
c) Establish partnerships with families and guardians in
recognition that they are the child's primary carers and may
have detailed knowledge about their child.
31
d) Tailor support to families’ and guardians’ different needs,
recognising that the material and personal resources available
to them will vary.
Required Skills
e) Encourage family members and guardians to express their
feelings in a non-judgmental environment.
f) Adapt the use of technical language to ensure clarity and
understanding.
32
CDC: 407
Meet Regulatory Requirements in the Childcare Setting
Description
of Unit
Workplaces must be compliant with the regulations, directions and
standards issued by the authorities that regulate the sector, and the
management of the facility must be able to apply these regulations to the
workplace.
The candidate must:
a) Show an understanding of the regulatory requirements of the
sector6.
Performance
Criteria
b) Be able to plan for inspection, in consultation with colleagues, by
collecting the required evidence.
c)
Take appropriate action to meet any requirements that emerge
following the inspection process.
Level 4 child care worker must know:
1. The details of the standards and criteria for the provision of childcare
in the setting.
2. The different regulatory bodies for each aspect of provision.
Required
Knowledge
3. The appropriate language to describe the setting and the roles and
responsibilities of those caring for children.
4. The details of the required curricula for the age range of children in
care.
5. What is considered to be good practice in one’s setting and how this
relates to minimum regulatory standards.
For carers working child day care facilities these include knowledge of the National Standards for Child Day
Care facilities (2006).
6
33
6. Why it is important to plan in advance for inspections and how to
involve colleagues in the planning process.
7. The regulatory and employment requirements for regulation.
Required
Knowledge
8. The different policies, procedures, records and documents that will
provide evidence against regulatory requirements.
9. Why it is important to inform parents of an impending inspection.
10. Where to obtain information about the requirements for inspections.
Level 4 child care worker is able to:
1. Identify regulatory requirements:
a) Identify and interpret for
requirements relating to:




Required Skills


the
setting,
the
regulatory
Premises and equipment.
The provision of food and drink, including the guidelines
for healthy eating.
Health and safety, including those for first aid and fire
safety.
Colleagues’ numbers/ratios, suitability and
qualifications.
Management of information systems and records,
including those of confidentiality.
Curriculum requirements for babies and pre-school
children.
2. Plan for inspection, in consultation with colleagues:
a) Clearly explain to colleagues the purpose and process of
inspection and its benefits for the setting.
b) Ensure that colleagues are aware of the policies and procedures
employed in the setting that are in line with regulatory
requirements and current best practice.
c) Make information and guidance on inspections available to
colleagues.
d) Work with colleagues to ensure they are confident and well
34
prepared for inspection.
e) Ensure that colleagues understand their individual
responsibilities in relation to inspection and the language used to
describe roles and responsibilities of those caring for the
children.
f) Identify with colleagues where the carer complies with the
conditions of registration and where there are potential
weaknesses.
g) Consult previous inspection report where appropriate and use to
prepare an inspection plan with colleagues.
h) Ensure that curriculum plans will meet regulatory requirements
and children's needs.
i) Prepare and complete any forms associated with the inspection.
j)
Inform families and guardians that an inspection is due and that
they will be consulted and their views sought by inspectors.
3. Collect required evidence:
Required Skills
a) Consider the different sources of evidence that could be put
forward to demonstrate compliance with regulatory
requirements.
b) Refer to any guidance to assist in identifying sources of evidence.
c) Ensure the written plans to support curriculum development
and delivery is available for inspection.
d) Ensure that policies in relation to the care and protection of
children are available for inspection.
e) Provide documentary evidence of compliance with health and
safety, environmental health and fire regulations.
f) Ensure that records of children's care and developmental
progress are available for inspection.
g) Ensure that management systems reflect best practice and are
clearly documented.
4. Take appropriate action to meet requirements:
35
a) Review and update policies and procedures to ensure they meet
regulatory requirements.
b) Examine premises and make arrangements for any necessary
changes to be completed prior to the inspection.
c) Liaise with colleagues to ensure that personal details are correct
and up-to-date.
d) Ensure that records of children's development are up-to-date
and based on observations.
e) Undertake a review of equipment and resources provided for
children to ensure they meet health and safety requirements and
are fit for purpose.
Required Skills
f) Review curriculum plans and amend where necessary to ensure
they meet objectives.
g) Ensure records of children's attendance, sickness and absence,
contact details and significant information are up-to-date,
checking with parents and families where necessary.
h) Keep accurate records of meetings and discussions.
i) Work with colleagues to develop confidence in the inspection
process in order to use it positively for children and families.
36
CDC: 408
Plan and Implement Positive Environments for Babies and
Children under 3 Years
Description
of Unit
Childcare facilities must offer a service that helps the holistic development
of all the children.
Candidates must be able to plan and implement activities to enhance the
development of the children following an observation and assessment of
the various developmental needs of the individual children. Thus the
candidates must:
a) have knowledge of the developmental milestones of the children;
b) be able to assess the children’s development against empirical
baselines;
Performance
Criteria
c) be able to record efficiently such observations (whilst adhering
to national legislation that legislates individual privacy and data
protection);
d) show understanding of what causes children’s development to
deviate from baselines and assess when such discrepancy is
problematic;
e) be aware of how to discuss observations of development with
parents and professionals; and
f) develop action plans that help in the development of the children
and stimulate their interest, curiosity and growth. Candidates
must also involve the parents/guardians of the children in the
planning of such activities, through constant communication.
37
Level 4 child care worker must know:
1. When and how to carry out observations on babies, including the
purpose of observations, the different methods that can be used and
when the carer would use them.
2. When and how to carry out observations on children under 5 years;
why a different approach from that used for babies might be
necessary; and the reasons for carrying out observations on this age
group.
3. What factors might affect the reliability or validity of her/his
observations and why the carer would document this.
4. What is meant by baseline information, how to obtain such
information and why it is necessary to facilitate children's
development.
Required
Knowledge
5. Why it is important to obtain permission from parents before carrying
out observations on babies and children under 5 years and how this
may be accomplished.
6. How to keep records of incidents that occur while the child is within
the carer’s care.
7. The expected pattern of development for children 0-5, including the
acceptable range and recognised limits.
8. The organisational policies and procedures that must be followed
when reporting and referring any concerns about development and
why it is important to report/refer concerns as soon as possible.
9. Why and how to record observations of development accurately and
clearly, using accepted language and formats; what these are.
10. The legislation relating to the use of personal information e.g. Data
Protection Act, including the limits to confidentiality.
11. What is meant by a warm and respectful approach e.g. tone of voice,
expression, use of appropriate language; and how this affects
relationships.
38
12. Who it is appropriate to share information with relating to the
development of individual babies and children and why such
information should be shared.
13. What methods would the carer use to engage the attention and
interest of babies and what effect developmental competence will have
on his/her choice.
14. Why it is important to allow children to initiate communication and
how to recognise signals that indicate that the baby or child wishes to
communicate, disengage from communication or does not wish to
communicate at all.
15. The range of communication methods the carer can use with babies
and young children, including non-spoken languages.
16. How to recognise communication differences and difficulties, and the
possible reasons for these.
Required
Knowledge
17. The likely emotional and behavioural responses to communication
differences of children under 5 years and how these can be managed
in ways that benefit the child.
18. The activities that will support different areas of learning and
development for babies and children and under 5 years, including:
a) gross and fine motor development;
b) hand/eye co-ordination;
c) language and communication development; listening and
responding;
d) emotional expression and social competence;
e) intellectual skills and understanding;
f) imagination and creative skills.
19. To contribute to the development of the program of activities.
39
20. The circumstances where the carer might change routines or
activities; how the carer would adapt existing or planned activities or
routines.
21. How to encourage children to communicate through their play and
learning activities.
22. The patterns of communication development from 0 to 5 years,
covering listening/watching, talking, early interest in reading, early
writing and mark making.
23. What the organisation’s policies and practices are regarding risk
assessment and safety and why it is important to follow these.
Required
Knowledge
24. What is meant by challenging activities for individual babies and
children and the link between challenging activities and
developmental progress.
25. Why it is important to carry out risk assessment, how she/he would
do this and what action to take if the surroundings or equipment do
not meet requirements.
26. Why it is important to share information with parents and the sort of
information that can affect the care and well-being of babies and
children under 5 years.
27. Why it is important to respect parents’ preferences concerning the
care routines for their children, and how the carer would reach
agreement where these do not meet the requirements of good
practice.
28. About the sources of advice available to parents, locally and nationally
and in different formats, including language.
40
Level 4 child care worker is able to:
1. Observe, assess and record developmental progress of babies and
children under 5 years:
a) Clearly identify the purpose and objectives for undertaking
observations of individual babies and children, ensuring that
organisational policy and procedure are followed.
b) Obtain permission to observe babies or children from parents
and identify suitable opportunities for observing babies or
children under 5 years.
c) Obtain baseline information about the child’s development
from different sources, including parents, to inform
observations.
d) Use appropriate techniques of observation to accurately and
unobtrusively observe different aspects of development,
interaction and behaviour of babies or children under 5 years
undertaking specific tasks or activities.
Required Skills
e) Assess the evidence from observations against baseline
information and other identified criteria.
f) Evaluate developmental progress based on relevant and
significant evidence from observations.
g) Make decisions about babies’ or children’s progress that are
informed by theories of development.
h) Record the results of observations clearly and legibly, using
agreed formats and appropriate language, and including any
factors that could affect the reliability, validity or outcome of
observations.
i) Refer any concerns about development to appropriate
individuals, professionals or agencies in line with legislation
and organisational policy and practice.
j) Provide information on the progress of babies and children
under 5 years to their parents, positively and in a way that
encourages discussion.
41
k) Discuss to child’s development with managers and/or
supervisors.
2. Communicate with babies and children under 5 years to develop
positive relationships:
a) Use a warm and respectful approach when initiating
relationships with babies and children.
b) Allow babies and young children to initiate and engage in
communication at their own pace, making eye contact only
when baby or child is comfortable with communication
initiatives.
c) Engage the interest and attention of babies and children under
5 years, using methods appropriate to age and developmental
level.
d) Explore the baby or child’s range of interests, sharing activities
and using these as a topic of communication in order to develop
relationships.
Required Skills
e) Interact responsively with babies and young children by
exchanging information to develop relationships, using
appropriate praise and positive language.
f) Recognise when babies and children under 5 years do not wish
to communicate, or wish to disengage from communication,
and respect their wishes.
g) Recognise and respect the efforts of babies and children under
5 years to be independent and model behaviour that
demonstrates respect for others.
h) Communicate clearly and effectively with children under 5
years at a level and pace suited to their development and
understanding, and respecting the children’s chosen method.
i) Use a range of communication methods, including singing,
talking, stories, sounds, rhymes, games and language activities.
j) Encourage babies and children under 5 years to communicate
through different media such as touch, mark making, pretend
play, painting.
42
k) Encourage babies and children under 5 years to communicate
respectfully with adults and with each other.
l) Manage children’s responses to situations
communication differences are experienced.
in
which
3. Plan and implement activities to enhance development:
a) Plan a variety of creative and imaginative daily activities that
stimulate different aspects of development for babies and
children under 5 years, ensuring that resources are available to
support activities.
b) Identify the interests and particular needs of individual babies
and children under 5 years in discussion with their parents
(and colleagues, if in a group setting).
c) Identify specific activities for individual babies and children
which meet their interests and developmental capabilities.
Required Skills
d) Provide a range of play activities for individual babies and
children under 5 years that are challenging but achievable and
appropriate to the child’s level of development.
e) Provide activities that encourage babies and young children to
extend their range and level of skills and understanding.
f) Link activities in a way that stimulates curiosity and the desire
to explore.
g) Praise and reward appropriately babies and young children’s
efforts and achievements.
h) Use space effectively and encourage babies and young children
to develop their physical skills and to exercise their whole
bodies.
i) Ensure that the activities provided are in line with the overall
plan for the setting.
j) Adequately assess risk, in line with legislation and
organisational policy, without limiting opportunities to extend
and challenge the skills and knowledge of babies and children
under 5 years.
k) Plan activities with reference to curriculum frameworks for
babies and children under 5 years in line with current best
43
practice.
4. Exchange information and respond to parents’ needs and preferences
for their babies and children under 3 years:
a) Encourage the parents of babies and children under 3 years to
share information that may affect the care and well-being of
their children, ensuring any particular requirements are
documented and shared with all those involved in the child’s
care.
b) Discuss preferred care routines for babies and children under 5
years with their parents and obtain information to ensure
routines are followed.
c) Where parents’ preferences are not in line with current best
practice, this should be discussed and issues resolved.
Required Skills
d) Advise parents of sources of advice and information to assist
them to make informed decisions about the care and well-being
of babies and children under 5 years.
e) Routines are monitored, adapted and changed to ensure they
continue to meet the baby or child’s needs, in accordance with
their changing requirements.
f) Regularly exchange information on the progress and
achievements of babies and children under 5 years with their
parents and discuss any changes to routines and the reasons
for these.
g) Monitor and adapt relationships in response to change.
h) Reassure parents that the information they share will remain
confidential, in line with the setting’s policy and where this is in
the best interests of the child.
i) Provide information within the setting and to individual
parents.
44
CDC: 409
Provide Physical Care that Promotes the Health
Development of Babies and Children under 3 Years
Description
of Unit
and
Children need to be offered a service in a hazard-free and safe
environment that promotes their development. The workers must ensure,
through constant supervision and observation, that all activities at the
facility benefit the child and do not risk causing any harm to the child.
The candidate must show understanding of how a safe, secure and
beneficial (physical, social, developmental and emotional) environment
can be provided for babies and children under 3 years. Candidates must
also show an understanding of the following:
Performance
Criteria
1. nutritional needs of babies and children under 3 and guidelines on
infant feeding (including helping women who want to continue to
breast feed);
2. healthy eating practices;
3. the adequate preparation and handling of food and drink for
children under three years old;
4. reconciling the wishes of the parents with current best practices
vis-à-vis feeding and nutrition for children under 3;
5. appropriate care of the physical and hygiene needs of the children;
6. promote the children’s independence during feeding , personal
hygiene (such as washing hands before eating), washing and
dressing;
7. safety and security requirements of the setting;
8. organisational issues to ensure the health and safety of the
children and workers;
9. the importance of having competent and qualified members of
staff;
10. the risks of disease and illnesses in children under 3 (including
how to recognise symptoms, alleviate these symptoms and when
tom seek medical advice);
11. how cross infection can occur and how to reduce it;
12. policies and procedures concerning ill children;
13. effective practice (such as environmental and physical
temperature and sleeping position) and risk factors in respect of
45
sudden infant death syndrome.
Candidates must also know how to help children learn how to express
themselves and to explore their sensory feelings.
Candidates must also know how babies and children express physical and
emotional distress and must know how to calm and comfort such distress.
Level 4 child care worker must know:
1. The regulations for food handling and storage, including baby’s milk
and expressed breast milk.
2. The special dietary requirements and food preparation related to
culture, ethnicity or religious beliefs.
3. The safety and security requirements of the setting and the
relationship between these and regulatory and legislative
requirements.
Required
Knowledge
4. The organisational issues to ensure health and safety of babies and
children under 3 years, such as room arrangement, staffing levels,
supervision, assessment of hazards and risks.
5. About the importance of having responsive, reflective and
knowledgeable adults caring for babies and children under 3 years.
The carer must also know the key features of responsive care giving
and how these can be implemented in everyday practice.
6. The government’s guidelines on infant feeding and why it is important
that these are followed by childcare practitioners.
7. How the carer can support mothers who wish to continue breastfeeding such as by discussing needs and providing facilities.
8. The different nutritional needs of babies and children, according to
age, height, weight and preferences.
9. What are appropriate foods to give babies and children under 3 years,
and what foods are unsuitable and why.
10. Why it is important that all dietary information is documented and
46
shared with others e.g. food allergies.
11. The special dietary requirements related to health needs and why it is
important that these are agreed and confirmed with parents and
health professionals.
12. How the carer can encourage healthy eating practices in babies and
children under 3 years.
13. How differences between current best practice and parental wishes
can be resolved amicably and in the best interests of the child.
Required
Knowledge
14. How to prepare formula feeds for babies following manufacturers’
instructions, including preparation and sterilisation of equipment
using different methods.
15. Why it is important that care routines are not hurried.
16. How to establish what help a child under 3 years needs with self-care
in ways that do not undermine the child’s confidence in their own
ability.
17. How to care for children’s skin, hair and teeth, appropriate toiletries,
sun awareness.
18. The procedures and processes for nappy changing, washing, dressing
and toileting that protect children and the adults who care for them.
19. How to recognise when children are ready to start toilet training, how
to approach this and why it is important to plan this with parents.
20. What learning opportunities are available within routines for eating
and drinking, personal hygiene, washing and dressing; understanding
how these contribute to different areas of learning and development.
21. Why sensory exploration is important to babies and how the carer
provides opportunities for this.
22. Why it is important for babies and young children to form attachments
to key individuals and how this can be achieved.
23. The different ways in which babies and young children may express
47
emotional distress; techniques for calming and comforting.
24. How he/she shows children the following: that their feelings are
important; ways in which they can express their feelings
appropriately; and the language young children use to describe their
emotions.
25. Why behavioural boundaries are important and how these can be
implemented with babies and young children.
26. Why it is important for parents to share information that might affect
their children’s emotional well-being, how can encourage this and the
importance of confidentiality.
Required
Knowledge
27. The activities that can be used to promote physical development
(gross and fine motor skills), hand/eye co-ordination, intellectual and
thinking skills (cognitive and problem-solving), social and emotional
skills, language development.
28. How activities for babies and children under 3 years can be themed
and linked to extend skills, knowledge and understanding.
29. How to carry out risk assessment that takes all reasonable precautions
without restricting opportunities for development; how organisational
policy can support this.
30. The signs and symptoms of common illnesses e.g. respiratory
infections, gastro-enteritis, chicken pox, measles.
31. The organisational policy concerning babies and children who are ill,
why it is important to follow this and the implications of not doing so.
32. How children may describe feeling unwell.
33. The normal temperature of babies and young children; when and how
take, read and record this accurately.
34. When and in what circumstances medical advice or attention should
be sought for babies and children under 3 years.
35. Basic food handling.
48
36. How to manage symptoms of illness e.g. fever, gastro-enteritis.
Required
Knowledge
37. The hygiene and cross-infection requirements to keep babies and
children safe.
38. Encourage, support and promote potty training.
39. Information about effective practice (e.g. sleeping position,
temperature) and risk factors in respect of sudden infant death
syndrome.
Level 4 child care worker is able to:
1. Provide a safe and secure environment for babies and children under
3 years:
a) Check that the environment is free from hazards and follows
best safety practice for babies and children under 3 years,
according to their age, needs and abilities.
Required Skills
b) Ensure that necessary safety equipment is installed and
securely placed to ensure babies and children under 3 years are
safe and secure without unnecessary restrictions to their
freedom of movement.
c) Use toys and equipment that are safe and hygienic and provide
protective clothing for children when they are engaged in
activities where they could soil their clothing.
d) Ensure that babies and children under 3 years are not left
unsupervised at any time.
e) Use systems of disposal of waste that meet regulatory
requirements and best practice to prevent cross infection.
f) Take necessary precautions to safeguard and protect babies
and children under 3 years from harm.
g) Follow setting procedures for handing babies and children
under 3 years back to their parents or approved carers, making
sure the family members concerned are capable of caring for
them.
2. Provide for the nutritional needs of babies and children under 3 years:
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a) Ensure that the setting’s policies on nutrition are in line with
current best practice and government guidelines on infant
feeding.
b) Provide support for breast feeding mothers in line with current
best practice, parents’ wishes and organisational policy.
c) Prepare formula feeds for babies who are not breast-fed,
ensuring equipment is sterilised, and formula is made
according to manufacturer’s instructions.
Required Skills
d) Bottle-feed babies at regular intervals, in line with current best
practice, parents’ wishes and babies’ requirements.
e) Agree and confirm any special dietary requirements and the
reasons for these with parents and health professionals as
necessary.
f) Document all information regarding special dietary
requirements and share this with all those in contact with the
child.
g) Agree weaning diets and schedules with parents, introducing
foods in line with current best practice, making mealtimes
positive social experiences.
h) Provide a varied diet for babies and children under 3 years that
encourages healthy eating practices and meets nutritional
needs.
Discuss and resolve any differences where the wishes of parents are
inconsistent with current best practice; providing information or
directing parents to other sources of assistance
3. Supervise and use physical care routines to promote development:
a) Allow sufficient time for unhurried routines that can be carried
out at a comfortable pace suited to the needs of the individual
baby or child and can be used as enjoyable learning
experiences.
b) Use affectionate and respectful touch, speech and gesture with
babies and children under 3 years when carrying out personal
care routines.
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c) Change babies’ nappies and care for the skin in line with
current best practice and organisational procedures for
protecting children and staff.
d) Encourage independence and self-care by respecting and
following children’s wishes, regarding the level and type of
assistance they require.
e) Supervise children carrying out self-care and show them how
to wash, dress and clean their teeth, encouraging them to care
for their environment as part of the routines.
Required Skills
f) Support parents in helping children gain control of bladder and
bowel function.
g) Provide opportunities for sensory exploration during care
routines for babies and children under 3 years.
h) Identify learning and development opportunities within daily
routines for children under 3 years, ensuring that all can
contribute to and benefit from such opportunities.
i) Have high expectations of what babies and children can
achieve, whilst ensuring they are appropriately supported.
j) Use space effectively, encourage babies and young children to
exercise, develop mobility, and explore their surroundings in
safety.
k) Talk to and communicate with parents to update them on their
child’s development, progress and achievements.
4. Provide an emotionally secure and consistent environment:
a) Promote routines that recognise and respect the value of
attachments to the emotional security of babies and children
under 3 years.
b) Recognise and respond promptly to signs of emotional distress
in babies and children under 3 years.
c) Use different techniques to calm, reassure and distract
individual babies and children who are distressed, appropriate
to their age, needs and level of understanding.
d) Acknowledge and communicate respect for the feelings of
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babies and young children as valid and important.
e) Praise and reward appropriately babies’ and young children’s
efforts and achievements.
f) Support potty training through consistency and positive
reinforcement.
g) Clearly and calmly communicate the boundaries and limits of
acceptable behaviour to children under 3 years.
Required Skills
h) Encourage children to express their feelings in ways that help
them manage their emotions.
i) Demonstrate the value and importance of respectful and
appropriate physical contact to the emotional security of babies
and children under 3 years.
j) Encourage parents to share information that may affect
children’s emotional security and well-being.
k) Reassure parents of the confidentiality of any personal
information they share, within the boundaries of legislative and
organisational policy and practice.
l) Communicate with parents in an effective manner.
5. Recognise and respond to illness in babies and children under 3 years:
a) Provide basic physical care of the child.
b) Recognise physical signs of illness in babies.
c) Recognise changes in the behaviour of individual babies that
may be due to illness.
d) Recognise physical signs of illness in children under 3 years.
e) Recognise changes in the behaviour of individual children
under 3 years that may be due to illness.
f) Understand and can apply the policy of the setting in relation to
the care and treatment of babies and children who are ill.
g) Manage the symptoms of illness in babies and children under 3
years calmly and effectively whilst they are in one’s care.
h) Inform parents of their child’s illness sensitively and at the
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earliest opportunity, giving details of any care or treatment in
line with organisational policy and practice.
Required Skills
i) Seek medical assistance when necessary for babies and
children under 3 years who become acutely ill whilst in one’s
care.
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CDC: 410: Create environments that promote positive behaviour
Description
of Unit
Children are expected to exhibit behaviour that may not be desirable
particularly if it shows lack of care and consideration for others. Staff
members must be knowledgeable in encouraging children through
positive guidance to take responsibility for their own behaviour, whilst at
the same time the safety of the children is ensured at all times.
The candidate is required to have knowledge of the following:
1. Legislation, policies and procedures that relate to positive behaviour
management.
2. Possible reasons for children’s challenging behaviour, how behaviour
links to other things that are happening in the child’s life, and how the
worker should meet the demands caused by the challenging
behaviour.
Performance
Criteria
3. The importance of reinforcing positive behaviour and the appropriate
techniques how to do so.
4. Appropriate restrictive interventions.
5. Help and communicate with parents to encourage transitions,
establishing clear rules, bonding, creating a relaxed and welcoming
environment, both at the Child Care Centre and at home through being
consistent and promoting, positive behaviour which enhances the
child’s good-behaviour and increases the child’s self-esteem.
6. How adults’ expectations affect children’s behaviour and can (where
inappropriate) reinforce challenging behaviour.
Level 4 child care worker must know:
Required
Knowledge
1. About the possible effects of communication difficulties and attention
deficits.
2. The different approaches to encouraging positive behaviour, according
to children’s age, needs and abilities.
3. The policies and procedures that enable a structured approach to
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encouraging positive behaviour.
4. Why it is important to agree approaches to behaviour with children,
families and colleagues.
5. About situations in which programmes for positive behaviour might
be necessary.
6. How she/he would monitor the effects of programmes on individual
children’s behaviour.
Required
Knowledge
7. Under what circumstance might programmes for encouraging positive
behaviour be modified.
8. What is meant by a firm and respectful approach.
9. What is meant by unambiguous directions, limited choices and defined
boundaries for children; why these are important in the carer’s
responses to behaviour.
10. The links between behaviour, self-esteem and relationships with
others.
11. Possible reasons for children’s challenging behaviour, how behaviour
links to other things that are happening in the child’s life.
12. How adults’ expectations affect children’s behaviour and can (where
inappropriate) reinforce challenging behaviour.
Level 4 child care worker must be able to:
1. Identify appropriate policies and procedures for behaviour in the
setting, according to best practice.
Required Skills
2. Liaise with professionals, families and children to plan the
implementation of evidence-based programmes for responding to
challenging behaviour in individual children.
3. Implement the agreed approach in partnership with colleagues and
families.
4. Help the child have a smooth, and positive transition into the centre,
through communication with parents.
5. Listen to children’s points of view and negotiate with them, checking
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understanding when agreeing an approach, taking into account the
child’s age, needs and abilities.
6. Monitor the effect of behaviour strategies, policies and programmes on
individual children.
7. Adapt and modify the planned approach in consultation with
colleagues, professionals and families, as required.
8. Adopt a firm and respectful approach when promoting positive
aspects of the behaviour of children.
9. Give children unambiguous directions and choices within clearly
defined boundaries of acceptable behaviour.
Required Skills
10. Ensure you are effectively communicating and exchanging information
with children according to their age, needs and abilities.
11. Set limits and firm boundaries as agreed with children, other
professionals, colleagues and families.
12. Implement agreed procedures when children continue to challenge.
13. Encourage co-operation and problem solving between children.
14. Deal with difficult or challenging behaviour in a positive way.
15. Prevent negative behaviour by promoting positive behaviour and
structuring activities wisely.
16. Positively reward compliance in ways that demonstrate the child is
valued as an individual.
17. Identify signs of deviance or pathology early and support parents in
their referral to professionals and in carrying out the tasks suggested
by the professionals.
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CDC: 411
Maintain and Develop a Registered Child Care Service
Description
of Unit
Setting up and running a home-based or a centre-based childcare service
requires a lot of preparation and planning, to ensure the long-term
survival of the project. However, child care is a specialised service, and
setting up such a service requires special knowledge and skills,
particularly when it comes to meeting regulatory requirements.
The candidate is required to have knowledge of the following:
1. Current legislation covering home and centre-based child care and the
role of regulatory bodies.
Performance
Criteria
2. Understanding of the local needs for child care services and national
policies that influence these needs.
3. How to develop policies, procedures, contracts of service and any
other documents to meet the needs of the proposed facility.
Level 4 child care worker must know:
1. The requirements of registration/approval and inspection of the
childcare setting and activity according to the requirements of the
regulatory authority.
2. What necessary training the carer must undertake for
registration/approval and for continuing the registration/approval.
Required
Knowledge
3. The local information sources about demand for child carers and how
can market the services.
4. The advantages and opportunities that exist for child carers who work
collaboratively or in formal or informal networks with other childminders.
5. Further training and qualification opportunities that exist for child
carers, how these can be accessed and funded.
6. How to develop attractive and interesting marketing information that
states clearly the advantages of child care business.
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7. How to use one’s strengths and previous experiences to support and
innovate within the child care business.
Required
Knowledge
8. The advantages of different forms of record keeping and financial
management of one’s business.
9. The importance and benefit of using a contract for child care service;
how to use the contract as a basis for a professional relationship with
parents and to protect oneself.
Level 4 child care worker must be able to:
1. Investigate the demand for child care services within the local area.
2. Identify the types of child care services that parents require and how
they will be able meet these needs.
3. Work with information services to market the child care business.
4. Investigate advertising, such as local newspapers or health clinics.
5. Provide references from parents or other appropriate sources, where
available, to support the marketing materials.
Required Skills
6. Ensure one’s home is welcoming and the carer is supportive when
parents make an initial visit.
7. Provide examples of work one has done with children and information
about how one has helped children to learn and develop.
8. Establish a professional relationship with families.
9. Work with families to assess their requirements.
10. Set up formal contracts with families that clearly state the range and
boundaries of one’s responsibility.
11. Ensure one has all the necessary information from parents.
12. Provide systems for record keeping, appropriate information storage,
exchange and updating, in line with the requirements of the regulatory
authorities.
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CDC: 412
Deliver Services to Children and Families who are Bilingual or
whose Preferred Language is not Maltese or English
Description
of Unit
Performance
Criteria
Due to cultural and societal changes, child care services (like other
educational establishments) are being requested to cater for children and
parents whose preferred language is not a national language of the
country. Nonetheless child care facilities and child carers must still be able
to meet the needs of such children and offer a service that helps their
integration within mainstream society.
The candidate must have the ability to understand the speech, language
and communication assessment process of children and adults. The
candidate must also show cultural sensitivity when assessing the speech,
language and communication of the children.
The candidate must also have knowledge of the following:
1. Services that may be available locally for children and families whose
main language are not English or Maltese.
Level 4 child care worker must know:
1. Why it is important to work with families and children to assess their
communication needs and how to do this.
Required
Knowledge
2. What is meant by a non-judgmental attitude and why it is important to
demonstrate to families that their diversity is valued and respect and
be sensitive of one’s culture beyond language & demonstrate to
families and children that diversity in culture, language and religion
are values and respected.
3. Encourage children to acquire new language in Maltese and/or
English, even if these aren’t their mother tongue.
4. Methods that can be used to communicate with adults and children
whose first or preferred language is not Maltese or English.
5. Services that may be available locally for children and families.
6. Specific issues for children’s development and learning in multilingual
or bilingual settings or where children are learning through an
additional language.
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7. The advantages and disadvantages of using outside agencies or
services to support communication in the setting.
8. The resources the carer may need in the childcare setting to encourage
and support communication.
Required
Knowledge
9. How she/he can encourage children in the setting to communicate
with children whose first or preferred language is not Maltese or
English and to value linguistic diversity.
10. How to recognise communication differences and difficulties, the
possible reasons for these.
11. Why it is important to evaluate the effectiveness of communication,
and strategies that can be used to do this.
12. Ways in which
communication.
the
setting could be
adapted to
support
Level 4 child care worker is able to:
1. Identify a range of possible options to support communication with
families and between children in the setting.
2. Demonstrate a non-judgmental attitude that values diversity and
recognises cultural, religious and ethnic differences.
3. Explore different communication methods with families and children,
to facilitate communication.
Required Skills
4. Establish and agree families’ and children’s requirements for
communication support.
5. Identify resources to encourage and support communication and
enable families and children to use these in the setting.
6. Provide information to families and children about local language and
communication support services in a format that can be easily
understood.
7. Include children of all linguistic abilities in activities.
8. Encourage children express their emotions in a healthy and
constructive manner.
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9. Provide detailed and accessible information about the service to
families.
10. Encourage families to express their requirements of the service, using
alternative communication methods they find acceptable.
11. Communicate with families using agreed methods and adopting an
open and welcoming.
12. Approach that is likely to promote trust.
13. Encourage families to share information about their child’s
preferences, habits and routines, using alternative communication.
14. Help children to communicate with others in the setting, using agreed
methods.
15. Accurately record the information provided by families, and the
communication methods used.
16. Monitor children’s and families’ progress with communication in the
setting.
Required Skills
17. Identify any communication problems or issues arising as a result of
communication differences.
18. Agree with families and colleagues how such difficulties might be
solved.
19. Evaluate the effectiveness of resources and services used to support
communication.
20. Discuss families’ and children’s views on the effectiveness of
communication resources.
21. Agree and implement any changes to communication services or
resources.
22. Modify how services are delivered in order to support communication.
23. Show children and families that their cultural identity and right to use
their language of choice is recognised and valued.
24. Use visuals to aid communication.
25. Understand, empathise and deal with sensitive issues surrounding the
chills and/or his/her parents in a respectful manner.
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