1. Preparing for Placement
Unit 16 Professional practice
portfolio

2. Starter Activity
• Lets Play Blockbusters
• Divide yourself into two teams

3. PP
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One click Blue – two clicks Yellow
Blockbusters

4. LO1 Planning and leading activities, opportunities and learning
experiences for babies and children, Facilitate the cognitive
development of babies and children from birth to five years.
• 16 1.1 Identify resources for children in relation to supporting
cognitive development.
• 16 1.2 Explain the role of cognition in a child’s learning.
• 16 1.3 Reflect on strategies to promote cognition.
• 16 Prepare the paperwork needed to complete placement
tasks
© Hodder & Stoughton Limited

5. •Resources to support cognitive development
• We are surrounded by resources that will support cognitive
development.
• Anything that encourages a child to think, problem-solve,
discover, explore or experiment will support their cognitive
development.
• Resources must be age and stage appropriate but there is no
limit to what can be used to support cognitive development.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.1

6. Group activity
Time: 15 mins
•Create two spider diagrams to show resources that support
cognitive development.
Spider Diagram 1
Commercially produced
resources
• Puzzles
• Posting toys.
Spider Diagram 2
Everyday or naturally
available resources
• Fallen tree trunks
• Pots, pans and dried
pasta.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.1

7. Pairs activity
Time: 15 mins
Describe one activity or experience where you think children will learn
through exploration or discovery.
•Consider:
• Water tray
• Cooking
• Construction activities
• Puzzles.
•What woul the child learn?
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.2

8. •Strategies to promote cognition
• It is important that children are surrounded by an attractive,
stimulating and friendly learning environment.
• This will include resources to stimulate the senses, displays to
encourage children to ask questions and activities which
provide challenge.
• It should encourage children to think laterally and solve
problems.
• The practitioner should provide flexible and open-ended
activities which are practical, challenging and play based.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.3

9. •Strategies to promote cognition
• Children should be given time to work things out for
themselves.
• Practitioners should not be tempted to ‘jump in’ and help a
child to problem-solve before they have had time to try it out.
• Children will become dependent on adults around them if
they are not encouraged to think for themselves.
• Children need to know that it is alright to give something a go
and it will not matter if something does not work first time.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.3

10. Classroom discussion activity
Time: 15 mins
How would you encourage children to think for themselves?
Consider:
• Making choices
• Problem-solving
• Trial and error
• Cause and effect.
When should a practitioner step in to support a child?
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.3

11. •Strategies to promote cognition
• As well as giving children time to problem-solve it is important
that practitioners know when to step in and support a child.
• A child who is left too long with a problem they cannot solve
may become frustrated, despondent or upset.
• Even if a child is struggling and a practitioner decides to step
in they should not take over.
• Practitioners can use this opportunity to support a child’s
cognitive development by offering suggestions and not just an
answer to the problem.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.3

12. Reflection activity
Time: 15 mins
Can you balance when to stand back and let a child solve their own
problems, and when to step in to support them?
•Consider:
• A child who does not know what to choose next
• A child who cannot make a puzzle piece fit
• A child who is obviously upset because they cannot make
something work.
What would you say when supporting the child?
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in
relation to provision for cognitive development for children
from birth to 7 years 16 1.3

13. 1. Produce a written reflective account to describe the role of the
practitioner when facilitating the development and cognition of
children.16 1.1.
2. At placement add to your reflective account to analyse the use of
technology in supporting the development of cognition in children
(you may want to complete this with your placement supervisor you
must analyse against the resources in which the setting has to
support children’s learning and cognition). 16 1.2.
3. You will need to create an environment to facilitate the cognitive
development of children. You may wish to write a reflective account
and take a photo of the environment in which you have created
without the children in it. Or you can set up this environment for
when I come to observe you and tell me how your environment
supports the cognitive development of children.16.1.3.
4. Once you have created your environment you need to Evaluate the
provision for supporting cognitive development. 16 1.4.
© Hodder & Stoughton Limited
Placement Tasks

14. • Think, Pair Share
What is sustained shared thinking?
A process which involves the adult being
aware of the child’s interests and
understanding, and the adult and child
together developing an idea or skill.

15. • The practitioner should provide open-ended and
practical tasks to encourage children to develop
their imaginations.
• The practitioner should follow this up by posing
questions to challenge the children and
encourage them to reflect on their experiences.
• The practitioner needs to be aware of children’s
development in other areas, for example,
social/emotional and language development.

16. • How can you encourage sustained shared
thinking?
Answers on your white board please !
Task

17. • Plan and lead a learning experience which supports the
development of sustained shared thinking in children
• 0-1 year 11 months
• 2-2 years 11 months
• 3-5 years 16 2.1.
• NB. Remember to share your placement tasks with
your placement supervisor and plan when is best to
carry them out DO NOT leave them until the last week
as you are likely to be told you can not complete
them!!
Placement tasks

18. • Reflect on your time sheets every week as this will form
part of your reflective diary add your strengths and your
area to development.
• If you are unsure ask your placement supervisor, I will want
to see these when I come to observe you!
• Your areas to develop should begin to become your
strengths by the end of placement one !
• Get your placement hours signed by your supervisor at
least once a week!
• Round up to nearest hour or minute please do not put 8.33
! This will make it difficult to calculate your hours at the
end.
Remember

19. • 0-1 year 11 months Group 1
• 2-2 years 11 months Group 2
• 3-5 years Group 3
https://uk.pinterest.com/search/pins/?q=physical%20activities%20for%20babies%20and%2
0children&rs=typed&term_meta[]=physical%20activities%20for%20babies%20and%20child
ren%7Ctyped
http://www.teachingideas.co.uk/subjects/games
What physical activities can you
provide for children aged:

20. • Create an environment which promotes physical development in own
setting write a reflective account of what you did and take a photo ensure
the children are not in the photograph. 16 6.1
• Plan and lead an opportunity which promotes physical development of
children aged:
• 0-1 year 11 months
• 2-2 years 11 months
• 3-5 years 16 7.1
• Evaluate your activity ensure you reflect on own role in relation to the
provision for promoting physical development in own setting. 16 7.2
• Write a reflective account to Evaluate the provision for promoting the
physical development of children in own setting. 16 8.1
Placement tasks

21. How can practitioners encourage children to
eat healthily?
• To encourage healthy eating it is important to educate the children,
capture their imagination, involve them and provide a good role model.
• Educate the children about what they are eating
• Involve children in making snacks – fruit salad, fruit smoothies
• A visit to the local shops to look at (and buy) fruit and veg for activities
back at the setting
• Invite visitors to come in for a meal, or afternoon tea, that the children
have made
• Grow your own food – you can start off with cress, children love to watch
things that they have planted grow
• Invite parents in to make food with the children – good opportunity to find
out about different foods.

22. • Time: 15 mins
• You are going to plan an activity to support
healthy eating.
• It does not necessarily have to be a cooking
activity – but should encourage and teach
children about healthy eating.
• Use twinkle, Pintrest to support ideas for
planning

23. • Plan and implement an activity to support healthy eating in own setting
16 11.1
• Evaluate your activity plan reflect on own role when supporting healthy
eating in own setting 16 11.2
• Make recommendations for healthy eating in own setting you can either
write a reflective account writing what you recommended for your setting
or add your recommendations to your activity plan 16 11.3
Placement tasks

24. • In making recommendations it is important to be objective
in your observations. You could write a checklist of points
you are looking for in your observations.
• You will need to be sensitive in making your feedback. It is
always important to start with positive points and then
discuss areas for improvement.
• If you have identified areas for improvement you should
always be able to make recommendations. Your
recommendations should be positive, practical and
achievable.
Recommendations for healthy eating in own setting

25. • Support children in personal care routines including:
• Toileting ( Write a reflective account)
• Hand washing / washing (Write a reflective account or I
may observe this)
• Food and drink (Write a reflective account or I may
observe this)
• Resting and or sleeping (Write a reflective account or I
may observe this) 16 13.1
Group discussion how can we evidence this?
Placement tasks

26. • Prepare for your professional discussion to explain why
it is important to take a balanced approach to risk
management 16 18.1
• Carry out a risk assessment in own setting 16 18.2
• On the back of your completed risk assessment
describe how health and safety risk assessments are
monitored and reviewed 16 18.3
• When evaluating your physical activity reflect on what
you did to support children to manage own risk and
what you did to manage risk 16 18.4, 18.5
Placement tasks

27. • Please check your emails
• Please email or call me if you have any queries or concerns
01329 815113 claire.brown@fareham.ac.uk
• Remember to let me and the setting know if you will not be
attending placement due to illness
• I will email you when I have arranged your placement
observation please be prepared with your Physical,
cognitive or healthy eating activity I will need to see a copy
of your activity plan on the day of your observation
• Remember to make links to the EYFS on your activity plans
• Remember you are representing the college wear your
college uniform and be professional at all times!
Don’t be a stranger