Learning Together - Carrying out an Activity
This element focuses on the practical application of play as a vehicle for children's learning and holistic development. Learners will plan, implement, and reflect on a play activity, observing and identifying the specific learning outcomes achieved across developmental domains such as cognitive, social, emotional, and physical skills. It bridges theory and practice, enabling learners to actively support a child's educational journey.
Assessment criteria
Topic Overview
The Ascentis Level 1 Award in Supporting a Child's Learning and Development introduces the fundamental principles of how children grow and learn, and how adults can effectively support this process. This qualification covers key theories of child development, the importance of play, and practical strategies for creating a positive learning environment. It is designed for those starting a career in early years education or childcare, providing a solid foundation for further study or employment.
Understanding how children learn is essential for anyone working with young people. This award explores the stages of development from birth to age 5, focusing on physical, intellectual, emotional, and social growth. You will learn about the role of the adult in facilitating learning through observation, planning, and interaction. The course emphasises the importance of play as a vehicle for learning and the need to tailor support to each child's unique needs.
This qualification sits within the broader context of life skills and vocational education, preparing you for roles such as a teaching assistant, nursery worker, or childminder. It also provides a stepping stone to higher-level qualifications in childcare or education. By mastering the content, you will gain confidence in supporting children's learning journeys and contribute positively to their development.
Key Concepts
Core ideas you must understand for this topic
- →Stages of development: Understand the typical milestones for physical, cognitive, language, and social-emotional development from birth to age 5, as outlined by theorists like Piaget and Vygotsky.
- →Play-based learning: Recognise that play is the primary way young children learn, and know how to plan and resource different types of play (e.g., sensory, imaginative, physical) to support development.
- →The role of the adult: Learn how to be a 'scaffolder' – observing, questioning, and extending children's learning without taking over, using techniques like modelling and open-ended questions.
- →Observation and assessment: Know how to use observations (e.g., narrative, tick lists) to identify children's interests and progress, and plan next steps in learning.
- →Inclusive practice: Understand the need to adapt support for children with different needs, including those with disabilities, English as an additional language, or varied cultural backgrounds.
Learning Objectives
What you need to know and understand
- Understand the role of play in a child’s development, Be able to carry out a play activity with a child recognising the learning taking place
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to select a developmentally appropriate play activity tailored to the child's age, interests, and stage of development.
- Award credit for accurately observing and documenting at least two specific examples of learning that occurred during the activity, linking them to developmental areas (e.g., problem-solving, turn-taking, fine motor control).
- Award credit for evidencing effective interaction with the child, such as using open-ended questions, offering encouragement, and adapting the activity in response to the child's cues without dominating the play.
Assessment Guidance
Guidance for achieving higher grades
- 💡In your assignment or observation, always explicitly name the developmental domain (physical, cognitive, social, etc.) and the specific skill the child demonstrated, using terms from child development theory.
- 💡Use a reflective log or diary after the activity to capture in detail what the child did and said, and then analyse this evidence against the learning objectives you set out to achieve.
- 💡Ensure your evidence includes a clear description of how you prepared the environment and resources to maximise learning opportunities, as this shows your underpinning knowledge of the role of the adult in play.
- 💡Use specific examples from your own experience or case studies. When explaining how you would support a child's learning, mention a real activity (e.g., 'I would set up a water play tray with cups and funnels to develop fine motor skills and understanding of volume').
- 💡Link theory to practice. If you mention Piaget's stages, immediately explain how that theory influences your approach (e.g., 'Because a 2-year-old is in the preoperational stage, I would use concrete objects like counting bears rather than abstract numbers').
- 💡Show awareness of the child's voice. In answers about planning, include how you would ask the child what they want to do or follow their interests. This demonstrates child-centred practice, which examiners love.
Common Mistakes
Common errors to avoid in your coursework
- Confusing 'play' with purely recreational fun, overlooking the intentional learning outcomes that can be derived from structured and unstructured play experiences.
- Focusing on the adult's teaching rather than the child's learning, such as leading the activity too rigidly without allowing the child to explore, make choices, or direct the play.
- Failing to link observed behaviours to specific developmental milestones or educational frameworks, resulting in vague statements like 'the child enjoyed it' rather than identifying precise learning taking place.
- Misconception: Children learn best through formal teaching. Correction: Young children learn most effectively through self-directed play and hands-on experiences, not formal instruction. The adult's role is to facilitate, not dictate.
- Misconception: All children develop at the same rate. Correction: Development is individual; milestones are broad guidelines. Some children walk early but talk late, and that can be normal. Avoid comparing children.
- Misconception: Observation is just watching children. Correction: Effective observation is purposeful and systematic. It involves recording, analysing, and using findings to plan next steps – not just passive watching.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1, Day 1-2: Read the unit on child development stages. Create a timeline of milestones for ages 0-5, focusing on physical, cognitive, and social-emotional domains. Use flashcards to memorise key theorists (Piaget, Vygotsky, Bowlby).
- 2Week 1, Day 3-4: Study the importance of play. List 5 types of play (e.g., solitary, parallel, cooperative) and give an example activity for each. Watch a video of children playing and note how the adult can extend learning.
- 3Week 1, Day 5-7: Focus on the role of the adult. Practice writing observation notes from a short video clip. Then plan a 'next step' activity based on your observation. Review inclusive practice – read about supporting a child with EAL.
- 4Week 2, Day 1-3: Revise all key concepts using active recall. Cover the flashcards and try to explain each concept without notes. Do a past paper question (if available) or a practice question from your tutor.
- 5Week 2, Day 4-5: Consolidate with a mock exam. Time yourself. Then mark your answers against the criteria. Identify weak areas and re-read those sections. Finally, teach a friend or family member one concept to reinforce your understanding.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: e.g., 'Name three types of play and give an example of each.' Advice: Be precise – use the correct terminology (e.g., 'cooperative play' not 'playing together'). Give clear, distinct examples.
- 📋Scenario-based questions: e.g., 'A 3-year-old is struggling to share toys. Describe how you would support their social development.' Advice: Use the 'observe, plan, do, review' cycle. Mention specific strategies like modelling sharing or using a timer.
- 📋Explain/Describe questions: e.g., 'Explain how Piaget's theory influences practice in early years settings.' Advice: State the theory, then give a concrete example of how it is applied (e.g., providing sensory bins for sensorimotor stage).
- 📋Evaluate questions: e.g., 'Evaluate the effectiveness of play-based learning for developing literacy skills.' Advice: Give both strengths (e.g., builds motivation) and limitations (e.g., may need adult scaffolding), and conclude with a balanced judgement.
Command Word Expectations (ASCENTIS)
What examiners look for when using specific command words in this specification
Provide a detailed account of a concept, process, or example. No need to explain why – just 'what' and 'how'. Use specific details and avoid generalisations. For example, 'Describe how you would support a child's language development' requires steps like 'talk to them during nappy change, use picture books, and repeat new words'.
Give reasons or causes. Show understanding of the relationship between ideas. For 'Explain why play is important for cognitive development', you must link play to brain development, problem-solving, and creativity, using theory (e.g., Piaget) to back up your points.
Make a judgement based on evidence. Discuss strengths and weaknesses, then give a balanced conclusion. For example, 'Evaluate the role of the adult in child-initiated play' – discuss benefits (e.g., extends learning) and drawbacks (e.g., may interrupt), then state that a balance is best.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ASCENTIS Learning Together - Carrying out an Activity
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 understanding of child development (e.g., from personal experience or introductory courses).
- •Familiarity with the concept of 'learning through play' – even if not formally studied.
- •No formal prerequisites, but a willingness to reflect on your own interactions with children is helpful.
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Key Terminology
Essential terms to know
- Understand the role of play in a child’s development, Be able to carry out a play activity with a child recognising the learning taking place
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