Level 3 Diploma for the Children and Young People's Workforce Part 13: Work with babies and young children

Caring for babies and very young children can be the most rewarding, and yet the most challenging work in the early years sector. The optional units in the Level 3 Diploma focusing on working with babies have been designed to equip practitioners to reap the rewards and cope with the challenges.

'It was once thought that as long as you changed the nappy, fed the baby and provided cuddles that was enough,' says Vivette Eaton, quality control manager for the Childcare Company, which offers the Diploma. 'We know now that it is not and that it is essential to have an understanding of the baby's needs. It is about trying to watch a baby and see what they can do and what stage they have reached and how you can help them develop further.'

GOOD ROUTINES

The unit 'Work with babies and young children to promote their development and learning' reflects research on attachment theory and how important it is for babies to form strong attachment with their carers.

Ms Eaton cites the 2005 report by the Wave Trust, the charity which campaigns to reduce the root causes of violence. This says that in later life, someone who as a young child has not enjoyed strong attachment and does not have empathy with others will be more likely in a heated situation to resort to violence.

'This is why it is such a responsible job, and people working with babies have to be mature - not necessarily older, but mature in outlook,' she says. 'You have to be committed.'

Ms Eaton says that while the child is in your care it is important to love it to bits, just like a grandparent. 'You are 100 per cent involved, but at the end of the day you hand the baby back to his or her parents,' she says.

One of the most challenging aspects of caring for babies are those days when a child is crying and the practitioner is unable to interpret and meet his needs. The Level 3 unit underlines the importance of remaining professional in this situation and calling on a support network of colleagues in the setting.

The problem of child obesity has underlined how important it is to give babies and very young children healthy diets and provide them with opportunities for exercise and physical activity.

'Nursery is where children can get into good routines,' says Vivette Eaton. 'The nursery day often revolves around mealtimes, so it is quite a simple matter to structure the day to provide quality meals and mealtimes, control portion sizes and get children fully established in healthy eating habits before they start school.'

A CHALLENGING UNIT

Eighteen-year-old Ashleigh Towns, who works at the Windmill pre-school, Kettering, studied for the Diploma with the Childcare Company using the online Laser Learning programme.

She took the optional baby units because she knew the setting was extending to take younger children.

'It was really interesting learning about, and working with, the younger children,' she says.

'I had been working with older ones. It was such a huge difference and I really enjoyed it. We are thinking about having a baby room and it is great that I am now qualified.'

Completing the unit was an enjoyable experience for Ms Towns. 'I started in February. I got a bit behind at one stage and worked hard to catch up and then realised I had done nearly 90 per cent of it, so I put in some extra effort to finish it before Christmas.

'It was not easy, but it was really interesting. I came here initially on work experience and loved it so much I never wanted to leave. I came back and volunteered and then started working here.'

Her manager, Laura Perry, testifies to her commitment and also says she is impressed with the way the Diploma provides learners with background theory and knowledge, combined with practical skills and experience.

In Nursery World 20 February we will look at the optional unit 'Promote creativity and creative learning in young children'

KEY ELEMENTS OF OPTIONAL UNIT 'WORK WITH BABIES AND YOUNG CHILDREN TO PROMOTE THEIR DEVELOPMENT AND LEARNING'

The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their third birthday.

The main elements are:

• Understand the development and learning of babies and young children, including being able to explain the pattern of development and the skills typically acquired at each stage

• Be able to promote the development and learning of babies and young children, including being able to plan and demonstrate in your own practice the provision of play-based activities and experiences that are tailored to babies or young children's needs

• Understand attachment needs of babies and young children

• Be able to engage with babies and young children and be sensitive to their needs

• Be able to work in partnership with carers.

The optional unit 'Care for the physical and nutritional needs of babies and young children' also covers from birth to their third birthday. The main elements are

• Be able to provide respectful physical care for babies and young children, including being able to demonstrate culturally and ethnically appropriate care for skin, hair, teeth, nappy area, and explain the organisational or regulatory procedures that protect babies, young children and practitioners when providing personal care and why these are necessary

• Be able to provide routines for babies and young children that support their health and development

• Be able to provide opportunities for exercise and physical activity.

• Be able to provide safe and protective environments

• Be able to provide for the nutritional needs of babies under 18 months.

• Understand how to provide for the nutritional needs of young children from 18-36 months.

TOP TIPS

• Ensure you know and understand about development in very young children and babies, including basic things such as when a baby is likely to be teething and how you deal with it.

• Understand the special role of a key person working with babies - it involves taking responsibility for the intimate care, such as nappy changing and feeding.

• Don't be rushed when you are feeding a baby - it is your time to share one-to-one.

• Listen to the family. Sometimes practitioners think of themselves as the ones with all the information and knowledge, but you will learn much about the child and his or her needs - and how to meet them - if you take the time to listen to the parent and the child.

• Be honest and open with your manager - it is not a sign of weakness to ask for help. Working with babies and very young children is very demanding. If you find yourself struggling because, for instance, the child you are responsible for is not settling, ask for a break rather than carrying on and becoming more stressed yourself.