Caring for your Child
LASER LEARNING AWARDS
Vocational
This subtopic explores the fundamental aspects of child caregiving, covering physical, social, emotional, and behavioural development up to age 11, alongside critical topics like play, nutrition, safety, and hygiene. It equips learners with practical knowledge to support children's holistic growth and address common challenges in a caregiving role.
20
Learning Outcomes
46
Assessment Guidance
53
Key Skills
20
Key Terms
57
Assessment Criteria
Assessment criteria
Laser Level 1 Award in Progression
Laser Entry Level Award in Progression (Entry 3)
Laser Level 1 Certificate in Progression
Laser Level 2 Certificate in Progression
Laser Entry Level Certificate in Progression (Entry 3)
Laser Level 2 Award in Progression
Laser Level 3 Award in Progression
Laser Level 2 Diploma in Progression
Laser Level 1 Diploma in Progression
Laser Level 3 Certificate in Progression
Topic Overview
The Laser Level 1 Award in Progression is a foundational qualification designed to help students develop essential skills for further education, employment, or independent living. It focuses on building self-awareness, goal-setting, and basic study skills, providing a structured pathway for learners who may need additional support to transition into higher-level courses or the workplace. This award is part of the Foundations for Learning suite within Laser Learning Awards, emphasizing personal development and practical life skills.
Students explore topics such as identifying personal strengths and areas for improvement, setting realistic short-term goals, and understanding different learning styles. The qualification also covers effective communication, teamwork, and time management, equipping learners with tools to succeed in various contexts. By completing this award, students gain confidence and a clearer sense of direction, making it a vital stepping stone for those pursuing further qualifications or entering the workforce.
This award fits into the wider subject of Other Life Skills Qualifications by addressing the core competencies needed for lifelong learning and employability. It is particularly beneficial for students who may have disengaged from traditional education or require a more supportive environment to build foundational skills. The qualification is assessed through a portfolio of evidence, allowing learners to demonstrate their progress in a practical, hands-on manner.
Key Concepts
Core ideas you must understand for this topic
- →Self-assessment: Identifying personal strengths, weaknesses, and learning preferences to inform goal-setting.
- →Goal-setting: Creating SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets for personal and academic development.
- →Study skills: Developing effective techniques for note-taking, revision, and time management to enhance learning.
- →Communication: Practicing active listening, clear expression, and constructive feedback in group settings.
- →Reflection: Evaluating progress and adapting strategies based on outcomes and feedback.
Learning Objectives
What you need to know and understand
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Identify common childhood behaviour patterns and problems
- Explain the importance of play in child development
- Describe the key stages of social and emotional development
- Outline safety and hygiene practices in childcare
- List milestones of physical development up to 11 years
- Recognise the nutritional requirements of children
- Analyse common childhood behaviour patterns and their potential triggers.
- Evaluate the role of play in supporting cognitive, social, and emotional development.
- Explain the sequential stages of social and emotional development from infancy to 11 years.
- Implement risk assessments and hygiene protocols to ensure safe childcare environments.
- Describe typical physical development milestones from birth to 11 years.
- Assess the nutritional requirements of children at different ages and how to meet them.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate knowledge of typical physical, social, and emotional developmental milestones for children from birth to 11 years, with examples.
- Award credit for clearly explaining the importance of play in child development, linking specific play types to cognitive, social, and physical benefits.
- Award credit for outlining appropriate safety and hygiene practices in childcare settings, including accident prevention, illness control, and creating safe environments.
- Award credit for accurately identifying common childhood behaviour patterns (e.g., tantrums, defiance) and describing positive caregiver strategies to manage them.
- Award credit for explaining with concrete examples how different types of play (e.g., imaginative, physical) support specific areas of development such as language, motor skills, or social interaction.
- Award credit for outlining key stages of social and emotional development, such as forming attachments, developing empathy, or managing emotions, with reference to appropriate age ranges.
- Award credit for listing essential safety practices (e.g., safe sleeping, childproofing) and hygiene routines (e.g., handwashing, food preparation) and explaining their importance in preventing illness or accidents.
- Award credit for describing physical development milestones from birth to 11 years, including gross and fine motor skills, and giving examples of activities that promote these.
- Award credit for demonstrating understanding of children’s nutritional needs by referencing UK dietary guidance (e.g., Eatwell Guide) and providing examples of balanced meals or snacks appropriate for different ages.
- Award credit for demonstrating an understanding of common childhood behaviour patterns and strategies to manage them appropriately.
- Credit should be given when the learner explains the role of play in cognitive, social, and physical development with reference to types of play.
- Look for clear descriptions of key stages in children's social and emotional development, including attachment and self-regulation.
- Recognise accurate identification of safety and hygiene practices specific to different childcare settings, such as safe sleep for babies and handwashing routines.
- Acknowledge detailed knowledge of physical development up to 11 years, distinguishing between fine and gross motor skills at each stage.
- Provide credit for outlining nutritional needs across childhood, including weaning, balanced meals, and portion sizes, aligned with current guidelines.
- Award credit for demonstrating understanding of typical childhood behaviour patterns and how to respond to common problems with empathy and appropriate strategies.
- Evidence should explain how different types of play (e.g., imaginative, physical, constructive) contribute to specific areas of development, such as cognitive and social skills.
- Assessors look for clear explanations of key social-emotional milestones (e.g., forming attachments, managing emotions) and how carers can support them.
- Learners must detail practical safety measures (e.g., childproofing, supervision) and hygiene routines (e.g., handwashing, nappy changing) to prevent illness and injury.
- Credit is given for accurate knowledge of physical development stages from birth to 11 years, including fine and gross motor skills progression.
- Responses should identify the main food groups, appropriate portion sizes, and the importance of balanced meals for healthy growth and energy needs.
- Award credit for demonstrating understanding of common childhood behaviour patterns, such as tantrums or separation anxiety, and suggesting appropriate supportive strategies.
- Credit evidence that identifies types of play (e.g., imaginative, physical) and explains how each promotes learning and development.
- Look for descriptions of social and emotional milestones, like forming friendships or expressing emotions, with examples of caregiver support.
- Assess knowledge of key safety practices, including safe sleep guidelines, home hazard identification, and handwashing techniques.
- Evidence must show understanding of typical physical milestones (e.g., crawling, walking) and how to support motor skill development.
- Award marks for outlining age-appropriate nutritional requirements, including meal planning and healthy snack ideas, while considering any dietary restrictions or allergies.
- Award credit for clearly linking childhood behaviours to developmental stages, with examples such as temper tantrums in toddlerhood reflecting limited emotional regulation.
- Credit responses that identify at least three distinct types of play (e.g., imaginative, physical, constructive) and explain how each supports cognitive, social, or motor development.
- Look for evidence that the learner connects social and emotional milestones (e.g., sharing, empathy) to age ranges up to 11 years and outlines practical caregiver strategies to foster these.
- Award marks when safety and hygiene measures are correctly applied to childcare scenarios, such as nappy changing, food preparation, and toy cleaning, with reference to infection control principles.
- Credit descriptions of typical physical development sequences (e.g., gross and fine motor skills) from infancy to pre-adolescence, including critical observations for identifying potential delays.
- Expect accurate identification of key nutritional needs (e.g., iron for toddlers, calcium for bone growth) and how to plan balanced meals/snacks that align with age-appropriate portion sizes and dietary guidelines.
- Award credit for accurately describing typical behaviour patterns at different ages and suggesting appropriate management strategies.
- Credit should be given for explaining how different types of play (e.g., solitary, parallel, cooperative) support cognitive, physical, and social development.
- Evidence must include identification of key social and emotional milestones, such as attachment formation and self-regulation, with clear links to caregiving practices.
- Expect demonstration of thorough knowledge of safety protocols (e.g., accident prevention, safe sleep) and hygiene routines (e.g., handwashing, nappy changing) in childcare settings.
- Look for detailed accounts of physical development stages (gross and fine motor skills) up to age 11, with examples of activities that promote growth.
- Assess for understanding of children’s nutritional requirements, including balanced meals, portion sizes, and the impact of nutrition on development, as per current guidelines.
- Award credit for accurately describing key physical milestones in gross and fine motor skills up to age 11 (e.g., walking, drawing).
- Award credit for explaining how different types of play (e.g., imaginative, constructive) contribute to cognitive, social, and emotional development.
- Award credit for identifying common behaviour patterns and potential problems (e.g., tantrums, separation anxiety) and suggesting appropriate caregiver responses.
- Award credit for detailing social and emotional development stages, including attachment, self-esteem, and peer interaction.
- Award credit for demonstrating knowledge of safety and hygiene protocols, such as safe sleeping practices, handwashing routines, and accident prevention.
- Award credit for outlining key nutritional requirements for children at different ages, including the importance of a balanced diet and safe food preparation.
- Award credit for demonstrating understanding of age-appropriate behaviour expectations
- Credit for linking play activities to specific developmental benefits
- Evidence of identifying potential hazards and corresponding hygiene measures
- Recognition of key physical milestones such as crawling, walking, fine motor skills
- Demonstrating knowledge of balanced diets and portion sizes for different ages
- Linking social-emotional stages to everyday child behaviour examples
- Award credit for demonstrating clear links between play types and developmental domains.
- Credit evidence of recognising age-appropriate behaviour versus signs of potential problems.
- Expect specific examples of safety measures and hygiene practices in childcare settings.
- Look for accurate description of physical milestones, using correct terminology.
- Assess understanding of balanced diets and portion sizes for different age groups.
- Reward application of theory to case studies or real-life scenarios.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written assignments, always connect theory to practical, real-life scenarios to demonstrate applied understanding of child development and care.
- 💡Be specific about age ranges when discussing milestones or nutritional requirements; avoid vague references like 'young children'.
- 💡When describing safety measures, give concrete examples (e.g., safe sleep guidelines, appropriate handwashing steps) rather than general statements.
- 💡When discussing behaviour, always link strategies to the child’s age and stage of development, using real-life scenarios or case studies to demonstrate understanding.
- 💡For play, give specific examples of activities (e.g., building blocks, role-play) and explicitly state which area of development they support—this shows applied knowledge.
- 💡Use UK-specific references such as the NHS Eatwell Guide or early years frameworks (EYFS) to back up points on nutrition, development, and safety, as they lend authority to your evidence.
- 💡When outlining milestones, include age ranges and both typical and atypical indicators to show a balanced understanding.
- 💡In written tasks, structure answers to directly address each learning outcome; use headings or clear signposting to ensure assessors can easily locate evidence for each criterion.
- 💡When discussing physical development, always categorise examples into fine and gross motor skills and reference typical age ranges.
- 💡For play-related questions, explain both the types of play (e.g., solitary, parallel, cooperative) and how each supports specific areas of development.
- 💡In safety and hygiene responses, include concrete actions like correct handwashing technique, safe storage of cleaning products, and supervision ratios.
- 💡Use real-life scenarios to illustrate behaviour patterns and your proposed strategies, demonstrating application rather than just theory.
- 💡Ensure nutritional answers reflect current UK guidance, such as the Eatwell Guide, and mention how to accommodate allergies or cultural preferences.
- 💡Use real-life scenarios or case studies to illustrate your points—this shows practical application and can strengthen your assignment evidence.
- 💡Always link theoretical knowledge to the role of the carer: for each concept, explain what you would do as a caregiver to support the child.
- 💡Refer to recognised frameworks (e.g., EYFS, Development Matters) where relevant to demonstrate underpinning knowledge.
- 💡When discussing safety and hygiene, provide specific examples rather than general statements; assessors value concrete, actionable plans.
- 💡For nutritional needs, consider cultural and individual dietary requirements to demonstrate inclusive practice.
- 💡When describing behaviour patterns, always link them to developmental stages and provide practical strategies for managing them in a nurturing way.
- 💡Use specific examples of play activities for different ages and explicitly state the developmental benefits (e.g., building blocks for fine motor skills and problem-solving).
- 💡For safety and hygiene, reference current guidelines from credible sources like the NHS or local authority, and show how they apply in a home setting.
- 💡In nutritional planning, consider a full day's meals, including snacks, and discuss the importance of hydration as well as food groups.
- 💡Ensure your evidence covers the entire age range up to 11 years, not just early years, to demonstrate comprehensive understanding.
- 💡In assessments, always directly connect theory to practical caregiving examples; for instance, when discussing play, mention specific activities like 'water play to develop fine motor skills' rather than generic statements.
- 💡For written tasks or professional discussions, structure answers to cover each learning outcome systematically, using subheadings to match the criteria and ensure nothing is omitted.
- 💡When addressing behaviour or development, use correct terminology (e.g., gross motor, parallel play, nutrient density) to demonstrate understanding at Level 2 depth.
- 💡In scenario-based questions, always consider the holistic child: mention how a safety practice (e.g., supervision during physical play) also supports emotional security and learning.
- 💡Always reference official frameworks (e.g., EYFS, development milestones tables) to support your answers and demonstrate professional knowledge.
- 💡Use real-life scenarios or case studies to show practical application of theory, which is highly valued in vocational assessments.
- 💡For behaviour-related questions, link strategies to causes rather than just describing interventions.
- 💡When discussing play, be specific about the developmental benefits—cite, for instance, how block play supports problem-solving and fine motor skills.
- 💡In nutrition answers, incorporate current government guidance such as the Eatwell Guide for children and discuss how to adapt menus for different ages and cultures.
- 💡When describing play, always connect it back to a specific area of development (e.g., 'building blocks aid fine motor skills and spatial awareness').
- 💡Use the correct terminology for physical development stages (e.g., 'pincer grip' not just 'grabbing').
- 💡In assignment evidence, provide concrete examples from your placement or home experience to demonstrate application of safety and hygiene knowledge.
- 💡For behaviour management, refer to positive guidance strategies rather than punishment, aligning with current early years frameworks.
- 💡For written tasks, use specific examples of play activities linked to developmental domains
- 💡When discussing safety, always relate actions to real childcare settings
- 💡In assessments, reference official guidelines (e.g., NHS for nutrition, EYFS for development) to support points
- 💡Structure answers to show understanding of progression from early years to age 11
- 💡Use case studies to illustrate behaviour patterns and appropriate responses
- 💡Always reference recognised child development theories (e.g., Piaget, Erikson) to support your points.
- 💡Use clear, practical examples from home or professional childcare to demonstrate understanding.
- 💡Structure answers to show progression: describe, explain, and then evaluate where possible.
- 💡Link safety and hygiene directly to safeguarding principles and regulatory requirements.
- 💡When discussing nutrition, mention specific nutrients and their roles in child development.
- 💡Use specific examples from your own experience when completing portfolio tasks. Generic statements won't demonstrate genuine understanding; show how you applied skills in real situations.
- 💡Reflect critically on your progress. Don't just describe what you did—explain what you learned, what you would do differently, and how you will use this insight in the future.
- 💡Keep your portfolio organized and clearly linked to each learning outcome. Assessors look for clear evidence that you have met all criteria, so label your work appropriately.
Common Mistakes
Common errors to avoid in your coursework
- Assuming all children develop at the same rate or confusing chronological age with developmental stage.
- Ignoring the link between nutrition and behaviour, or providing generic dietary advice without considering age-specific nutritional needs.
- Overlooking the role of routines and consistency in promoting hygiene habits and emotional security.
- Confusing typical age-related behaviour with deliberate misbehaviour; learners may label all difficult behaviour as 'naughty' without considering developmental stage.
- Viewing play as merely leisure and underestimating its educational value; failing to connect specific play activities to learning and development.
- Overgeneralising social and emotional development milestones without recognising individual differences or cultural variations.
- Mixing up safety and hygiene: for example, focusing only on physical hazards while neglecting infection control practices.
- Providing nutritional advice that is outdated or not aligned with current UK government guidelines, such as recommending low-fat diets for very young children.
- Assuming all children follow the exact same timeline for physical development without acknowledging the wide normal range.
- Confusing chronological age with developmental stage, expecting all children to meet milestones at exactly the same time.
- Overlooking the significance of unstructured, child-led play in favour of structured educational activities.
- Failing to adapt safety advice to the child's age, such as applying the same rules to a toddler and an 8-year-old.
- Describing social and emotional development without considering the impact of environment, attachment, or individual temperament.
- Listing nutritional needs without linking them to age-specific requirements, such as the introduction of solid foods at 6 months.
- Neglecting to mention safeguarding responsibilities when discussing behaviour or emotional well-being.
- Confusing normal challenging behaviour with developmental disorders without considering age-appropriate expectations.
- Viewing play solely as entertainment rather than a critical vehicle for learning and development.
- Overlooking the role of the carer in modelling and teaching emotional regulation, not just responding to outbursts.
- Underestimating common hygiene risks like cross-contamination during food preparation or overlooked hazards such as blind cords.
- Assuming physical development is linear and uniform, ignoring variations such as growth spurts or temporary plateaus.
- Focusing only on calorie intake rather than the nutritional quality of foods, or neglecting the impact of excessive sugar and processed snacks.
- Confusing typical childhood behaviour with problematic behaviour, leading to overly strict or inappropriate responses.
- Underestimating the educational value of play, viewing it merely as entertainment rather than a critical developmental tool.
- Overlooking the importance of hygiene in preventing illness, such as not emphasising handwashing after nappy changes.
- Assuming nutritional needs are the same for all ages, not differentiating between infants, toddlers, and older children.
- Missing key safety hazards in a home setting, like unsecured furniture or accessible cleaning products.
- Students often view challenging behaviours in isolation rather than as expected phases of development, leading to inappropriate management suggestions like punishment instead of redirection.
- A frequent error is underestimating the importance of unstructured play, focusing only on adult-led activities, which neglects the child's creativity and decision-making development.
- Many learners confuse social and emotional development milestones (e.g., assuming separation anxiety should resolve before age 1) and miss the impact of attachment styles on later behaviour.
- Safety and hygiene routines are sometimes presented generically without considering the specific needs of different age groups, such as choking hazards for infants versus preschoolers.
- Physical development is often described in broad terms without referencing the typical sequence (e.g., skipping the crawling stage) or the influence of nutrition and environment.
- Nutritional needs are commonly oversimplified, with learners failing to recognise changing requirements across developmental stages or cultural and allergy-related modifications.
- Confusing chronological age with developmental stage, leading to incorrect expectations for behaviour or skills.
- Overlooking the importance of unstructured play and focusing solely on educational or structured activities.
- Assuming all children follow the same social-emotional timeline, ignoring individual differences and external influences like family dynamics.
- Neglecting to update safety and hygiene knowledge with current regulations, such as those regarding allergies or safe sleeping practices.
- Misunderstanding the sequence of physical development, such as expecting handwriting skills before gross motor control is established.
- Recommending fad diets or adult nutritional standards instead of using evidence-based guidelines tailored to children’s needs.
- Confusing developmental norms and assuming all children should reach milestones at exactly the same age.
- Overlooking the importance of free play in favour of structured activities only.
- Assuming behaviour problems are always due to poor parenting, rather than considering developmental stages or environment.
- Neglecting to link hygiene practices to specific disease prevention (e.g., not stating why handwashing reduces diarrhoea).
- Forgetting to adapt nutritional advice to different cultural diets and weaning stages.
- Confusing typical behaviour with behavioural problems at certain developmental stages
- Underestimating the role of unstructured play in creativity and problem-solving
- Overlooking the connection between hygiene practices and infection prevention
- Assuming nutritional needs are the same for all ages without considering changes as children grow
- Neglecting the influence of adult-child interactions on social-emotional development
- Confusing typical developmental behaviours with behavioural problems; not considering age norms.
- Overgeneralising the benefits of play without linking to specific developmental outcomes.
- Neglecting the importance of supervision and hygiene in preventing accidents and illness.
- Assuming all children follow the same physical development timeline.
- Providing generic nutritional advice without tailoring to a child's age or activity level.
- Misconception: The award is just about 'common sense' and doesn't require effort. Correction: While the skills may seem intuitive, the qualification requires deliberate practice and reflection to demonstrate competence through portfolio evidence.
- Misconception: Goal-setting only applies to academic work. Correction: Goals can be personal, social, or career-oriented, and the process of setting and reviewing them is transferable to all areas of life.
- Misconception: Communication skills are only about talking. Correction: Effective communication also involves listening, non-verbal cues, and adapting your message to different audiences.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for LASER LEARNING AWARDS Caring for your Child
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.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required, but a willingness to engage in self-reflection and group activities is beneficial.
- •Basic literacy and numeracy skills at Entry Level 3 or above are recommended to complete written portfolio tasks.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Know about childhood behaviour patterns/problems, Know about the importance of play in child development, Know about the nature of children’s social and emotional development, Know about the importance of safety and hygiene in childcare, Know about children’s physical development up to 11 years, Know about the nutritional needs of children
- Childhood behaviour patterns
- Play and development
- Social-emotional development
- Safety and hygiene
- Physical development milestones
- Nutritional needs
- Childhood behaviour patterns
- Play and child development
- Social and emotional development
- Safety and hygiene in childcare
- Physical development milestones
- Nutritional needs of children
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