Understand how to use play to support early learning and development
This subtopic explores how purposeful play is the cornerstone of early learning and development, equipping learners with the knowledge to select and utilise toys, games, and activities that foster physical, cognitive, social, and emotional growth. Learners will examine the theoretical basis for play-based learning, identify a broad repertoire of age-appropriate resources, and understand the critical role adults play in organising, scaffolding, and extending play to maximise developmental outcomes. Practical application involves planning a child-centred interactive activity, demonstrating the ability to translate theory into effective practice within early years settings.
Assessment criteria
Topic Overview
The TQUK Level 2 Certificate in Introducing Caring for Children and Young People (RQF) provides a foundational understanding of childcare and early years development. This qualification covers key areas such as child development from birth to 19 years, safeguarding, communication, and the principles of equality and inclusion. It is designed for learners who wish to start a career in childcare or early years education, offering a stepping stone to further study or employment in settings like nurseries, preschools, or as a childminder.
Understanding how children grow and learn is essential for anyone working with them. This course explores physical, intellectual, emotional, and social development stages, as well as how to support children's wellbeing. It also emphasises the importance of safeguarding, teaching students how to recognise signs of abuse and respond appropriately. By the end of the qualification, learners will have the knowledge to create safe, nurturing environments that promote positive outcomes for children and young people.
This qualification fits into the wider childcare sector by providing a nationally recognised entry-level credential. It aligns with the Early Years Foundation Stage (EYFS) framework and prepares students for roles such as early years practitioner or teaching assistant. It also serves as a foundation for advanced qualifications like the Level 3 Diploma in Childcare and Education, making it a critical first step for career progression in early years education.
Key Concepts
Core ideas you must understand for this topic
- →Child development: Understanding the sequence and rate of development from birth to 19 years, including physical, cognitive, language, and social-emotional milestones.
- →Safeguarding: Recognising signs of abuse, neglect, and harm, and knowing how to report concerns following policies and procedures.
- →Equality and inclusion: Promoting diversity, challenging discrimination, and ensuring every child has equal access to opportunities.
- →Communication: Using verbal and non-verbal techniques to build positive relationships with children, families, and colleagues.
- →Health and safety: Identifying hazards, conducting risk assessments, and maintaining a safe environment for children.
Learning Objectives
What you need to know and understand
- 1. Understand how a range of toys, games and activities that can be used to support learning and development.2. Know a range of toys, games and activities that can be used to support learning and development.3. Understand the role of an adult in organising games and activities that support learning and development.4. Be able to plan an interactive activity.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a clear understanding of how specific toys or activities link to key areas of development (e.g., puzzles enhance fine motor skills and problem-solving; role-play supports language and social skills).
- Award credit for accurately describing a wide variety of toys, games, and activities for different age groups from birth to 5 years, including open-ended and sensory resources.
- Award credit for explaining the adult's role in organising play, referencing strategies such as observing, modelling, questioning, and providing prompts to extend learning while respecting children's autonomy.
- Award credit for producing a detailed plan for an interactive activity that includes clear learning intentions, required resources, adult involvement, differentiation for diverse needs, and evaluation methods.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always relate toys and activities explicitly to the appropriate developmental ages and stages, referencing milestones from the EYFS framework where possible.
- 💡When describing the adult role, use specific terminology such as 'scaffolding', 'facilitating', 'observing and assessing', and 'extending play'—these demonstrate professional competence.
- 💡For activity planning, ensure you include a rationale that explains how the activity aligns with current early years theory and supports individual children's next steps in learning.
- 💡In assessments, provide concrete examples from practice to illustrate points, whether real or hypothetical, as this shows applied knowledge and boosts credibility.
- 💡Use specific examples from the EYFS framework or real-life scenarios to illustrate your answers. For instance, when discussing communication, describe how you would adapt your language for a toddler versus a teenager.
- 💡Always link your answers to legislation or guidance, such as the Children Act 2004 or Working Together to Safeguard Children. This shows you understand the legal context.
- 💡When answering questions about development, mention both the sequence (order of milestones) and rate (speed of progress) to demonstrate depth of knowledge.
Common Mistakes
Common errors to avoid in your coursework
- Confusing entertainment with educational value: students often select toys solely based on fun without considering their developmental purpose or potential for skill-building.
- Overlooking the adult's role: many learners describe adult-led activities in detail but neglect to explain how the adult can enhance child-initiated play through subtle scaffolding or sustained shared thinking.
- Focusing only on cognitive development: students may ignore how play naturally supports physical, social, and emotional growth, missing opportunities to demonstrate holistic understanding.
- Planning activities that are too rigid or adult-directed, leaving little room for child choice, exploration, or spontaneous learning, which contradicts play-based pedagogy.
- Misconception: Child development is the same for all children. Correction: While there are typical milestones, each child develops at their own pace due to genetic, environmental, and cultural factors. Practitioners must observe and support individual needs.
- Misconception: Safeguarding is only about protecting children from physical abuse. Correction: Safeguarding covers all forms of abuse (physical, emotional, sexual, neglect) and also includes promoting children's welfare and preventing harm.
- Misconception: Equality means treating all children exactly the same. Correction: Equality is about ensuring fair access and opportunities, which may require different support (e.g., additional resources for a child with a disability) to achieve equal outcomes.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Understand how to use play to support early learning and development
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills (equivalent to Level 1 English and Maths) are recommended to engage with course materials.
- •An interest in working with children and young people is essential, as the course requires reflection on practical scenarios.
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Key Terminology
Essential terms to know
- 1. Understand how a range of toys, games and activities that can be used to support learning and development.2. Know a range of toys, games and activities that can be used to support learning and development.3. Understand the role of an adult in organising games and activities that support learning and development.4. Be able to plan an interactive activity.
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