Level 4+5 Diploma in Childcare Studies

BTEC (HND) in Childcare studies

Subject code: L5CC

BTEC Higher National Diploma in: Childcare Studies

Unit 1: Using information, communication and technology ICT in the study of Childcare Studies

Unit content

1. Information, communication and technology (ICT) comprises core skills for learning. In this distance learning course utilisation of methods, tools and strategies of ICT is important in order to establish and maintain a sound working relationship with tutors and the college.

Students will need to develop ICT skills in order to communicate effectively and maximise their study progression.

1. The first unit explains how to set up an ePortfolio which students will use during the lifetime of the course for storage of all their files including coursework, self-assessment activities, independent research notes and reflective journals. The ePortfolio may be requested from time to time by tutors and moderators. Students will be asked at various points in the course to upload files for this purpose. The ePortfolio will not only provide students with a structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.
2. Independent research is fundamental to level H5 study and also equips students with confidence to source and evaluate information relevant to the core course topics.

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.

1. The development of knowledge and understanding through writing skills is important for communicating ideas and arguments to tutors and other readers of written work. Therefore this unit reviews writing skills, and incorporates reflective writing into both the course and coursework activities. Reflective writing is a way that individuals can review their own approaches to learning and communication; and it also promotes pro-active implementation of skills enhancement through tutor feedback and self-assessment

Unit 2: Essential anatomy and physiology part 1

Unit content

1. Homeostasis can be described as a basic principle of biological order in which a constant condition of balance between opposing forces within the body can be maintained. The body's internal environment is rigidly controlled and this state needs to remain as constant as possible within certain ranges. The process of homeostasis is controlled by sophisticated mechanisms which are sensitive to changes that affect the body's internal environment, and they respond accordingly
2. The circulatory system incorporates the cardiovascular system, respiratory system and components of blood. Oxygen transportation and removal of waste products of respiration are also included in this section
   
   
3. The unit also examines the structure and functions of the musculoskeletal system and central nervous system, incorporating relevant discussion of homeostatic maintenance
   
   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

Unit content

1. The digestive system is a group of organs responsible for digestion, or the process by which food is broken down and used for energy within the body. This unit examines the structure and function of each of these organs and explains the processes by which energy transfer occurs f
2. The endocrine system consists of several unconnected glands. These glands contain groups of secretory cells which are surrounded by dense networks of capillaries, allowing the diffusion of the
   
   hormonesthey produce, into the bloodstream.

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.

1. The unit also describes the role of the special senses in homeostatic maintenance through explanation of structure, function and other mechanisms. Within this section the urinary system, together with osmoregulation and thermoregulation are described and explained.
2. Reproductive processes, together with DNA replications is described and explained

Unit 4: Embryology and foetal development

Unit content

1. The human embryo develops across three interrelated phases which are dependent upon timed development of organs and structures. This unit describes each stage. The change from embryo to foetus signifies that the growing individual has now assumed human characteristics and will continue to grow, develop and mature within the uterus. The mechanisms of this change are explained
2. There are several times during the gestational period when the developing embryo and foetus is particularly vulnerable. Damage may occur through exposure to toxic substances, and in addition, maternal factors can impair growth or even kill the embryo. Exposure to these substances may result in congenital abnormalities developing. The unit explores these periods and explains the possible consequences and outcomes of exposure
3. Embryonic and foetal anatomy and physiology are described in detail and the homeostatic processes which maintain life in utero are discussed

Unit 5: Birth and beyond

Unit content

1. Labour is the process by which the foetus is expelled by the action of the uterus contracting. His process is thought to be under the influence of placental and uterine hormone actions. The unit explains and describes each of the stages of labour and expulsion, together with post partum processes
2. The Apgar test refers to a series of tests carried out on the new born baby to assess certain characteristics of development. The tests are carried out at repeated intervals following birth, with the initial one occurring usually within the first 5 minutes following delivery

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

1. Developmental progress is measured by height and weight. Several accepted ranges which correlate to age are used to assess a child's physical progress, and indeed whether they are underweight, overweight, or not tall enough for their age. These measurements can be an indication that there is something wrong with the child, and failure to thrive is usually investigated by professionals.
2. Adolescence is seen as a transition between childhood and adulthood, and has been recognised as a life stage since the late 19 th century when it became apparent that individuals required specific educational and developmental attention during this phase of life. More recently adolescents have become the key focus within family groups, for government policy development and within service provision frameworks.

Unit 6: Language, speech development and attachment

Unit content

1. We are all guilty to a greater or lesser degree, of taking language and the ability to speak, for granted. Most of us are amazed at the utterance of the baby's first word, and yet know little about the processes by which the first steps to vocalization of thoughts and perceptions are enabled.

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

1. From the sights and sounds in their world, babies quickly learn the skills of recognition and categorization. This is when words are recognized and then grouped according to type of object, place, person etc. This makes it easier to recall the word from memory when exposed to an item from a particular category
2. Babies and children are ardent communicators and have innate qualities and characteristics which enable them to form and develop relationships with those around them. Adults respond to this communication by lavishing attention on the baby or child providing numerous and different stimuli. The unit identifies these stimuli and discusses how babies and children develop their communication skills
3. Attachments are emotional bonds between one person and their 'attachment object'. For babies and young children these objects are the people that care for them. As we grow up and progress through life, the attachment objects are extended and change to include perhaps siblings, friends, partners, children, and grand children. For babies, attachments are particularly important, as they are so vulnerable and reliant on their caregivers. In this section of the unit attachment theories are discussed and evaluated

Unit 7: Childhood illness

Unit content

1. This unit presents comprehensive details about the signs, symptoms and treatments of common childhood illnesses
2. We have been able to make use of the immune system's memory to make people immune artificially to certain diseases even without ever having caught them. The trick is to inject with an antigen that will promote the primary immune response, but has been modified so that it is non-virulent (or non-pathogenic), i.e. will not cause the disease.

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.

1. There are several different ways of making vaccines. In each case the aim is to make an antigen that is good enough to bind to antibodies and so stimulate an immune response, but defective in some way so that it will not cause a disease. This section examines the history of vaccine and how different vaccines are currently produced
2. Vaccines are effective in preventing disease not only in individuals, but also in communities, and therefore can be useful in epidemiology. This type of protection is called herd immunity due to the spread of infection being from one individual to another. The vaccine works by reducing susceptibility and this eventually breaks the disease cycle altogether resulting in eradication or ultimate control of the disease. His section of the unit discusses specific eradication and also presents example immunisation schedules

Unit 8: Basic nutrition for children

Unit content

1. . All living organisms, including humans, need food and water, for the following reasons:

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.

1. We can define hunger as the natural, protective means of ensuring our body receives the fuel it needs to function well. Whereas appetite is a trained response to food; a reaction (of senses or psychological) that encourages an involuntary physiological response
2. The nutrients in our food provide energy, promote growth and development and regulate our bodily functions. A variety of these nutrients are needed to keep fit and healthy particularly if you are generally active. Our body depends on these nutrients, as it is unable to produce sufficient amounts on its own.

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.

1. Nutritional and dietary intake depends on the age of the child. Up to about three months they will be on a milk diet (either breast or formula). After this solids are gradually introduced. By about six months the child will be eating a large proportion of their daily calorific intake via solids and weaning may begin. This is entirely dependent upon the wishes of the parents, and the progress the individual child has made in this area.

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 content

1. Cognition is the process of knowing, in other words, knowing something about an object, person or event in terms of structure, form or purpose. Cognition also can be described as the perception of the object, person or event. For example the recognition of another person by knowing certain characteristics about them from previous encounters and memories that are laid down.

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1. Our visual systems really begin to develop in complex terms during the first year of life. Although it is difficult to establish exactly how immature the system is at any given time, through the evidence of discriminatory and recognition studies, a fairly accurate overview can be obtained, and these developments have direct bearing on cognition.
2. As with vision, there has been suggestion that there is some form of innate auditory preference in the new born child but their preferences could easily be learned ones. We know, for example, that babies in the womb can hear sounds, and become accustomed to the pitch and tones of their mother's voice. They can hear music, loud noises, and specifically attune to the mother's heartbeat. If this is accepted as fact, then the new born infant would already have experience and limited knowledge of sounds which would lead to them expressing auditory preferences. Equally, during the first months of life, the infant is bombarded with auditory stimuli which may mistakenly present as auditory preference when it is in fact a learned response. Again, each individual will have their own opinion on the evidence of studies, and of course, as with vision, this may change with experience and gaining further knowledge of the subject.
3. The unit will present extensive evaluation of theories relating to cognitive development

Unit 10: Educational development

Unit content

1. This unit is comprehensively integrated with theories and critical evaluation. It also draws comparisons...