What is the difference between the Ascentis Level 1 Award and a Level 2 qualification in supporting children's learning?

The Level 1 Award is an introductory qualification designed for those with no previous experience. It covers basic principles and is often used as a stepping stone to further study. A Level 2 qualification (such as the Certificate in Supporting Teaching and Learning) goes into more depth, requires more hours of practical experience, and prepares you for a role as a teaching assistant or early years practitioner.

How can I support a child's learning at home without formal resources?

You can support learning through everyday activities. For example, cooking together teaches maths (measuring) and literacy (reading recipes). Playing with water or sand develops fine motor skills and scientific thinking. Talking about what you see on a walk builds vocabulary and understanding of the world. The key is to follow the child's interests and ask open-ended questions like 'What do you think will happen if...?'

What are the prime areas of learning in the EYFS and why are they important?

The prime areas are Communication and Language, Physical Development, and Personal, Social and Emotional Development. They are considered 'prime' because they are the foundations for all other learning. For example, a child who cannot communicate effectively will struggle with literacy; a child who is not physically confident may avoid activities that develop fine motor skills; and a child who cannot manage their emotions will find it hard to concentrate on learning tasks.

How do I observe a child effectively without being intrusive?

Effective observation involves watching the child during their natural play and daily routines. Sit at their level, be quiet, and avoid interrupting. Use a notepad or digital device to jot down key moments, but try to be discreet. Focus on what the child is doing, saying, and how they interact with others. It's often helpful to have a specific focus (e.g., 'I want to observe how the child uses language during role play').

What does 'scaffolding' mean in early years education?

Scaffolding is a teaching method where the adult provides just enough support to help a child achieve a task they couldn't do alone, then gradually removes that support as the child becomes more competent. For example, if a child is struggling to complete a puzzle, you might first point to the correct piece, then later just give a verbal hint, and eventually let them do it independently. This concept comes from Vygotsky's theory of the Zone of Proximal Development.

How can I work in partnership with parents who have different ideas about learning?

Start by building a positive relationship based on trust and respect. Listen to their views and explain your approach using examples of how it benefits their child. Share observations and celebrate successes together. If there are disagreements, focus on the child's best interests and find common ground. Remember that parents are the experts on their child, and your role is to support them, not to judge.

Keeping up with your Child-Numeracy

ASCENTIS

vocational

This element focuses on equipping learners with the knowledge to understand current numeracy teaching approaches in schools, apply practical techniques to embed numeracy in everyday activities with children, and critically assess their own numeracy abilities. By bridging school methods and home support, learners can confidently foster a child's mathematical development while identifying areas for personal skill enhancement.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Ascentis Level 1 Award in Supporting a Child's Learning and Development

Topic Overview

The Ascentis Level 1 Award in Supporting a Child's Learning and Development introduces the fundamental principles of how children learn and develop from birth to age 5. It covers key areas such as the importance of play, communication, and creating a supportive environment. This qualification is ideal for those starting a career in early years education or for parents wanting to understand how to support their child's early learning at home.

This topic is crucial because the early years are a critical period for brain development and establishing lifelong learning habits. By understanding how children learn through play and interaction, you can effectively support their cognitive, social, emotional, and physical development. The award provides practical strategies for observing children, planning activities, and working in partnership with families and other professionals.

Within the wider subject of Foundations for Learning, this award sits alongside other life skills qualifications that build a foundation for further study in childcare or education. It emphasizes the role of the adult as a facilitator of learning, rather than a direct instructor, and highlights the importance of a child-centred approach. Mastery of this content will prepare you for more advanced qualifications such as the Level 2 Certificate in Supporting Teaching and Learning.

Key Concepts

Core ideas you must understand for this topic

→The importance of play: Play is the primary way children learn. It supports all areas of development, including cognitive, physical, social, and emotional. Different types of play (e.g., imaginative, constructive, physical) offer different learning opportunities.
→Observation and assessment: Regularly observing children helps you understand their interests, strengths, and areas for development. This informs planning of activities that are tailored to each child's needs and stage of development.
→The role of the adult: Adults should act as facilitators, not directors. This means providing a safe, stimulating environment, offering choices, and using open-ended questions to extend learning. Positive relationships are key to effective support.
→Partnership with parents and carers: Working collaboratively with families ensures consistency between home and setting. Sharing observations and strategies helps support the child's overall development and well-being.
→Areas of learning and development: In the UK, early years frameworks (like the EYFS) outline prime areas (communication and language, physical development, personal, social and emotional development) and specific areas (literacy, mathematics, understanding the world, expressive arts and design).

Learning Objectives

What you need to know and understand

Understand some of the main approaches for teaching numeracy in schools, Know how to support a child to develop numeracy skills in everyday life, Be able to recognise how own numeracy skills may be improved

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately describing at least two common numeracy teaching methods (e.g., using concrete objects, number lines, mental maths strategies) and explaining how they are applied in primary school settings.
Award credit for providing practical, age-appropriate examples of how to integrate counting, measuring, or money skills into daily routines, such as cooking, shopping, or playing games.
Award credit for honestly reflecting on personal numeracy challenges and outlining a realistic, measurable plan to improve specific skills, with clear links to how this benefits the child's learning.

Assessment Guidance

Guidance for achieving higher grades

💡When evidencing understanding of school approaches, cite specific elements from the national curriculum (e.g., 'number bonds', 'part-whole models') and, if possible, reference observed classroom practice.
💡For the practical support evidence, include a log with dates, activities, and the child's responses, supported by photos or witness statements where appropriate, to demonstrate consistent engagement.
💡In self-assessment, use a diagnostic tool or checklist to pinpoint current skill levels, then set SMART goals (e.g., 'I will learn times tables up to 12x12 within two months using daily flashcards') and track progress.
💡Use specific examples from your own experience or case studies to illustrate your answers. For instance, describe a play activity you observed and explain how it supported a child's development in a particular area.
💡Show understanding of the key terms by defining them in your answers. For example, explain what 'scaffolding' means and give an example of how you would scaffold a child's learning during a task.
💡Link your answers to the relevant framework (e.g., EYFS). Mentioning specific areas of learning and how your practice supports them demonstrates a deeper understanding of the curriculum.

Common Mistakes

Common errors to avoid in your coursework

Confusing numeracy with basic arithmetic only, thus overlooking spatial reasoning, measurement, and data handling which are integral to the school curriculum.
Assuming a child will learn numeracy skills passively through everyday exposure, without deliberate and structured support aligned to teaching methods.
Overestimating one's own numeracy skills without evidence, leading to vague self-improvement plans that lack concrete actions or timelines.
Misconception: 'Children learn best when they are taught directly by an adult.' Correction: While direct teaching has its place, young children learn most effectively through self-directed play and exploration. Adults should guide and extend learning rather than instruct.
Misconception: 'All children develop at the same rate.' Correction: Development is unique to each child. While there are typical milestones, there is a wide range of normal. It's important to avoid comparing children and instead focus on individual progress.
Misconception: 'Play is just for fun and not real learning.' Correction: Play is essential for learning. It develops problem-solving skills, creativity, language, and social skills. Structured and unstructured play both have educational value.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of child development stages (e.g., typical milestones for 0-5 years) is helpful but not essential, as this will be covered in the award.
•Familiarity with the concept of a 'key person' and the importance of attachment theory can provide a good foundation for understanding the role of the adult.
•No formal qualifications are required, but a willingness to reflect on your own experiences with children (e.g., as a parent, volunteer, or in work placement) will enhance your learning.

Key Terminology

Essential terms to know

Understand some of the main approaches for teaching numeracy in schools, Know how to support a child to develop numeracy skills in everyday life, Be able to recognise how own numeracy skills may be improved

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Keeping up with your Child-Numeracy

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Topic Synopsis

Key Concepts & Core Principles

Exam Tips & Revision Strategies

Common Misconceptions & Mistakes to Avoid

Examiner Marking Points

Keeping up with your Child-Numeracy

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

What is the difference between the Ascentis Level 1 Award and a Level 2 qualification in supporting children's learning?

How can I support a child's learning at home without formal resources?

What are the prime areas of learning in the EYFS and why are they important?

How do I observe a child effectively without being intrusive?

What does 'scaffolding' mean in early years education?

How can I work in partnership with parents who have different ideas about learning?

Before You Start

Key Terminology

Ready to learn?

Related Topics in ASCENTIS vocational Foundations for Learning

Accessing Commercial Services

Accessing Commercial Services

Accessing Commercial Services

Accessing Commercial Services