Early Years Educator Level 3 Course

Overview

This Early Years Educator Level 3 Course will support learners to develop the knowledge and skills required to work in a range of clinical healthcare support settings and in childcare environments.

An employee in this occupation interacts with parents, children, colleagues and wider multi-agency professionals and partners such as health visitors, social workers and speech and language therapists. Individuals will undergo all checks as per the EYFS requirements to ensure suitability to work with children. Due to the nature and level of responsibility, it is not anticipated that the role would have any budgetary or leadership responsibilities.

THIS COURSE CAN BE TAKEN AS AN APPRENTICESHIP OR WITH AN ADVANCED LEARNER LOAN

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Course Details

Skill Level

Level 3

Certificate:

Early Years Educator

Course Duration

18 Months

The broad purpose of the Early Years Educator is to provide high-quality early education and care to children. Through an evidence-based approach, they provide opportunities and learning experiences for all children, including those with special educational needs and disabilities (SEND). Early years educators follow the Early Years Foundation Stage (EYFS) requirements set by the government for the learning, development, and care of children from birth to 5 in both indoor and outdoor environments. 

In their daily work, an Early Years Educator interacts with children, parents, carers, colleagues, and wider multi-agency professionals such as health visitors, early help services, social workers, and speech and language therapists. This includes supporting children with SEND.

An Early Years Educator will be responsible for ensuring a safe and secure environment for children’s learning. They ensure that the learning environment and provision are inclusive support all children, and demonstrate a clear understanding of equality, diversity, and inclusion. Early years educators teach and facilitate children’s learning play. They apply the observation, assessment, and planning cycle to support progress and children’s development. An early years educator will act as the key person for one or more children within their setting. They may play a leadership role within the setting or may act under the supervision of a manager.

K1: The importance of equality, diversity, and inclusion, and respecting children’s social and cultural context.

K2: Safeguarding policies and procedures for children and colleagues, including child protection and wellbeing.

K3: Types of abuse including domestic, neglect, physical, emotional and sexual, and know how to act to protect children and colleagues.

K4: The legal requirements and guidance on health and safety, security, confidentiality of information, and safeguarding.

K5: The principles of risk assessment and management, and how to balance risks and benefits of activities for children.

K6: The statutory and non-statutory frameworks and guidance for provision in early years including SEND.

K7: The legal rights of each individual child according to their current and future needs.

K8: The role of colleagues and multi-agency working to support the child.

K9: The role and responsibilities of the early years educator, including providing supervision to staff.

K10: The role and responsibilities of the key person.

K11: Theories and significance of attachment.

K12: The importance of professional relationships and collaboration with parents, families, or carers.

K13: The importance of professional relationships with colleagues, other organisations, and agencies.

K14: The influence of all key individuals in children’s lives on children’s learning and development.

K15: The development of social skills and maintaining relationships.

K16: How children learn and develop from conception to age 7; physiologically, neurologically, biologically, psychologically, cognitively, emotionally, and socially. Including the interaction and impact of biological and environmental factors.

K17: The elements and characteristics of a wide range of enabling environments.

K18: How the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development.

K19: How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able).

K20: How the organisations approach and values underpin the environment.

K21: How children experience change, transition, and significant events.

K22: The theories of play and its fundamental role in learning and development.

K23: How children develop characteristics for effective learning.

K24: How, when, and why to conduct observation and assessment.

K25: How the observation, assessment, and planning cycle is used to analyse and respond to children’s learning, development, and interests.

K26: How to create experiences and opportunities for children informed by the setting’s curriculum and pedagogy.

K27: Methods of reflective practice, including supervision, and opportunities for continuous professional development.

S1: Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.

S2: Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).

S3: Apply the principles of risk assessment and risk management within documentation and practice.

S4: Teach children to develop skills to manage risk and maintain their own and others safety.

S5: Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.

S6: Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.

S7: Undertake the role and responsibilities of key person.

S8: Recognise and apply theories of attachment to develop effective relationships with children.

S9: Provide sensitive and respectful personal care for children from birth to 5 years.

S10: Advocate for all children’s needs, including children which require SEND or EAL support.

S11: Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.

S12: Support children to develop a positive sense of their own identity and culture.

S13: Support children to understand and respond to their emotions and make considered choices about their behaviours.

S14: Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.

S15: Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.

S16: Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.

S17: Apply strategies that support children’s ability to manage change, transition, and significant events.

S18: Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.

S19: Facilitate and support child-centred opportunities and experiences based on the setting’s curriculum and pedagogy.

S20: Provide adult led opportunities and experience based on the setting’s curriculum and pedagogy.

S21: Use reflection to develop themselves both professionally and personally.

B1: Confident to have difficult conversations.

B2: Child-centred and empathetic, valuing equality, diversity, and inclusion and the uniqueness of each child.

B3: Vigilant and act with professional curiosity.

B4: Caring, compassionate and sensitive.

B5: Honest, open, respectful, and a role model.

B6: Self-motivated, using initiative and proactive.

B7: Playful and creative.

B8: Reflective and reflexive and committed to CPD.

This Early Year Educator level 3 course is suitable for learners or apprentices who wish to work or are working in a variety of different settings within child care. We require learners to be at least 16 years old. To take advantage of this opportunity you must be in work, training, or on a practical placement, this is needed to show your competence in the skills and knowledge you learn from the course. As part of the apprenticeship, we will try to find you a suitable company if you are not currently in work. 

You must have GCSEs in English and Maths to complete this diploma

All units will be assesed internally by your Tutor or Assessor using a portfolio of evidence. The portfolio will cover 3 main bases, Knowledge, Skills & Behavour. These are the core components that define what an apprentice needs to learn and demonstrate to successfully complete their training and be competent in their role. The KSBs framework ensures that apprentices gain a comprehensive foundation of knowledge, develop essential skills, and adopt professional behaviours. This holistic approach equips them to meet the demands of their specific roles and contribute effectively to their industries.

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Future Prospects And Career Opportunities 

After completing your apprenticeship and achieving the Early Years Educator Level 3 you have a variety of options for your next steps. 

– Progression onto Level 4 apprenticeships

– Progression into specialised educator courses

– You can achieve roles such as Childminder assistant, Early years educator, Early years worker, Nursery educator, Nursery Nurse, Nursery worker

Funding For Advanced Learner Loan

This course is fully funded by the Advanced Learner Loan programme. Meaning it is 100% free


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