Childcare - Now I Am Two!

The government programme to provide funded childcare places for disadvantaged two year olds will be fully implemented in 2013 and will be extended to 40 per cent of all two year olds by September 2014.

In addition, The Statutory Framework for the Early Years Foundation Stage places even more emphasis on assessment at this age with the two-year-old progress check. This clearly states that

 “practitioners must review (children’s) progress and provide parents with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected”.

Your learners need to be prepared for these new developments, which highlight more than ever the importance of observing the specific needs, interests and development of two-year-olds in early years settings.

Knowledge of children’s development and learning forms a significant part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:

L2:       Unit TDA 2.1 Child and young person development

Unit CCLDMU 2.2 Contribute to the support of child and young person development

 L3:      Unit CYP 3.1 Understand child and young person development

Unit CYP 3.2 Promote child and young person development

Unit EYMP 2 Promote learning and development in the early years

In addition, Observation, Assessment and Planning for Play and Development also form a whole unit (Unit 9) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook). This unit also emphasises the importance of involving parents in observations of children’s development and using information from observations to plan activities for children.

This is a good time to review your learners’ knowledge of the specific needs and interests of two year olds.

DVD clips are always a good place to start. Siren Films (http://www.sirenfilms.co.uk have a good selection, or you may have your own.) Invite your learners to observe and make notes about the all-round development of two year olds, such as:

• what can they do physically?
• how do they communicate and express themselves?
• how do they play and interact socially?

Follow this up with learners working in pairs to investigate more about development at two years old. The NHS choices website (http://www.nhs.uk) provides an interactive birth-to-five development timeline, with developmental milestones at specific ages and a selection of short video clips.

Ask learners to complete the chart “Now I Am Two” (attached), summarising developmental milestones in the prime areas of the EYFS and encourage them to share examples from their placements.

This is also a good time to review the benefits of Heuristic Play for two year olds. Use a DVD clip (or one of several examples available on You Tube) at:

http://www.youtube.com/watch?v=dA2gZiNES4E&list=PLiP6YPAzOGmOIseQvji-rUKNx_oUOUlRs&index=3

Ask your learners to observe and make notes about how children are using the heuristic play materials to:

• explore and experiment
• use problem solving to figure things out
• be creative and imaginative, use materials in original ways and represent their ideas

Learners could then work in pairs or small groups to devise lists of objects to use in a Heuristic Play session and complete the chart (attached) to outline how Heuristic Play supports the all-round development and learning of two year olds.

The Pre-School Learning Alliance (https://www.pre-school.org.uk )  also has a wide variety of support materials, including ideas for play activities and a downloadable information document about learning through play.

As early years settings prepare for the influx of vulnerable two-year-olds, many local authorities are responding by developing training packages and support materials for early years practitioners. Cheshire East Council (http://www.cheshireeast.gov.uk) have produced a best practice toolkit entitled “Are You Ready for Me-Now I’m 2?”  This guide provides a scaffolded approach for evaluating and improving current provision for 2 year olds, to meet the requirements of the revised EYFS and also has some useful material to use in your classroom.

Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

Childcare - 'Tis the Season

As the end of the year approaches, our thoughts turn towards the seasonal festivities in schools and nurseries across the country. Many of your learners will be in their placements helping out with end of term parties, nativity plays, Christmas concerts and other celebrations and it is always a good time to remind ourselves of the many different religious festivals and celebrations that are recognised across the UK.

Equality and diversity in the early years is a very important part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:

L2:       Unit SHC 23 Introduction to equality and inclusion in health, social care or children’s and young people’s settings

L3:       Unit SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings

Unit CYP 3.7 Understand how to support positive outcomes for children and young people

In addition, Diversity, Equality and Inclusion in the Early Years also form a whole unit (Unit 10) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook). This unit also includes strategies for inclusive practice and planning to meet children’s individual needs.

Copyright Vicky Brock

In order to really appreciate diversity and discrimination, learners need to be aware of their own attitudes, values and beliefs. I have frequently used an “Attitude Poll” as a starter exercise in class, which provides a forum for learners to explore their own beliefs as well as reflect on how they might deal with ideas that challenge their own views. Divide your learners into small groups and provide each group with a set of statements, including several controversial ones (Some examples are attached). Invite the learners to discuss each statement in turn and decide if they agree or disagree with the statement. Each group should then select one statement (perhaps the one they had the most discussion about or the most controversial) to share with the whole group. You will need to act as facilitator, adjudicator (and sometimes referee!), but it can give rise to some extremely interesting and thought-provoking discussion. This has an important message for learners who will someday be working with a wide variety of people, holding a mixture of different views, which will very often be in opposition to their own. How will they handle that? Learners can sometimes be very critical of parents and families, but it is important for them to think about how they will maintain a professional attitude, which encompasses diversity and is non-judgemental.

Many of your learners will have studied different religions in school, but their knowledge and understanding is often varied. One way to consolidate what your learners already know is to use the blank chart on world religions (Attached) and ask your learners to work in groups to complete as much of the chart as they can. Explain that it is not a test and stress that they are not being assessed on how much they know. Provide the completed chart (Attached, and adapted from http://www.bbc.co.uk) for your learners to fill in the gaps.

The significance of this relates to the implications for early years practice, particularly in areas like festivals and celebrations, dress, diet and dealing with death. Your learners may already have some understanding of different religious practices from their own lives or their placement experience. Invite learners to share their experiences and create a collage about the different ways that early years settings embrace religious diversity in practice, (for example by celebrating different religious festivals, having a range of resources or involving parents or community leaders in the setting).

One activity I have found very thought provoking for learners is a role-playing exercise around answering children’s questions, (Attached). This can be extremely challenging, but can also give rise to some very useful discussion and practical advice. If learners are reluctant to engage in role-play, then encourage them to think about how they would respond and then share their ideas in the group. With issues involving different religious beliefs, stress the importance of putting the question back to the child, or checking in with what the child already knows i.e. “Where do you think people go when they die?” or “What has you mum told you about that?”

Amidst the hectic whirl of the end of term and preparing for the holidays, we can always count on young children to bring us all back down to earth.

Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

Class activities for child nutrition

November 5^th to 9^th was National School Meals Week. This year, it coincided with the publication of a survey by the Local Authority Caterers Association, which examined parental views about nutritional standards in free schools and academies. The survey revealed that 57% of parents did not know if their child’s school was meeting the nutritional standards set by the government. The majority of parents also said they would welcome the introduction of an independent body to monitor schools to ensure that standards are being met.

Knowledge of nutrition is an extremely important aspect of working with young children and forms a significant part of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:

L2:       Unit MU 2.8 Contribute to the Support of the Positive Environments for Children and Young People

L3:       Unit EYMP 3 Promote Children’s Welfare and Wellbeing in the Early Years        

Food and Mealtimes in the Early Years also forms a whole unit (Unit 14) of the new Edexcel BTEC Level 3 National Diploma in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook). This unit also emphasises the importance of working with parents in helping children to develop healthy eating habits and attitudes towards food.

Many of your learners will have studied food and nutrition on a variety of other courses and may already be familiar with the main principles of a balanced diet, the nutritional content of different foods and the role of different nutrients in the body. It can therefore be challenging to keep the topic fresh as well as specifically relevant to the early years. The School Food Trust (http://www.schoolfoodtrust.org.uk) provides a wide variety of learning resources in addition to many of the current policies about food and nutrition in the early years, which I have found very useful.

The School Food Trust Guide “Eat Better, Start Better” (2012) provides a range of information about healthy eating for young children, including food choices and portion sizes. The Food Groups table (Download here) can provide a useful starting point for your learners to refresh their knowledge about the main food groups and nutrients. Working in pairs or small groups, learners could begin by completing the blanks in the table. This could be followed by the case study (Download here), where learners could analyse the food intake of a typical five year old and make suggestions for improvement. You could even ask your learners to keep a personal food diary and analyse their own food intake over a few days. I have often found this leads to a few surprises, with learners looking at ways to improve their own diet!

Another important focus for food and nutrition in the early years involves an awareness of individual dietary requirements, including cultural or religious restrictions and food allergies and intolerances, which are common in young children. The School Food Trust provides a comprehensive chart (Download here), which summarises some of the main religious dietary restrictions. Learners could use the chart as a reference tool to complete the associated task in planning meals and snacks for different children.

For more independent study, your learners could investigate different food allergies and intolerances at:

http://www.nhs.uk/conditions/food-allergy/Pages/Intro1.aspx

The same website also has a section on healthy eating recipes, which I have used with learners to research and create a fun recipe book for children.

http://www.nhs.uk/Livewell/5ADAY/Pages/Recipes.aspx

With increasing concerns about childhood obesity, it is perhaps more important than ever for learners to be fully aware of their responsibilities in helping children to develop healthy eating patterns in the early years.

Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

When is an IB not an IB?

To Malta to run a CPD session for science teachers on effective teaching and learning using the Collins KS3 resources – very pleasant to work in a venue with the shutters thrown open to allow in a warm Mediterranean breeze in October.  You can see I’m going for the sympathy vote here – probably not very successfully.  Malta is a real melting pot of cultures: the cuisine is similar to Sicily, the religion Roman Catholic, the British influence through governance decades ago is still apparent but the language draws on Hebrew and Arabic influences.  Of course, some of these influences weren’t always benign but the result is a place in which a lot of different people can feel at home.  One of the activities we did was on questioning and one of the teachers told me afterwards of a Maltese saying “il-mistoqsija oħt il-għerf” – “the question is the sister of wisdom.”  That’s one for the desktop – and the next CPD session.

Breadth of cultures is also coming up in the matter of A level reform.  Michael Gove has indicated that he wants A level students to have breadth as well as depth to their studies.  What this appears to be leading to is an Advanced Baccalaureate, or ABac.  Unlike GCSEs, A levels are not for the chop, though it seems likely that modular assessment will go and there are questions over the future role of AS levels.  The plan emerging is of an ABac ‘wrapper’ surrounding a package of attainments.

There’s a desire for students to have a balance of subjects – for Arts students to do Maths or a science and vice versa.  I think the principle of balance is good both because lots of people can benefit from the kind of reasoning used in Maths and Science but also because mathematicians and scientists often need skills that are better developed in Arts subjects.  However, I hope this will be seen in conjunction with the debate on AS levels.  Students going on to study STEM courses at undergraduate level not unusually need all three of the STEM subjects they study at A level so being able to run a fourth to AS has real merit.

There should also be care taken over the selection of subjects recognised in the ABac.  Computing and Engineering desperately need support; there’s a real economic imperative behind encouraging keen post 16 students to study these.  Broadening culture is a laudable motive but it can be broadened in a range of ways.  There’s also talk of a 5,000 word assignment.  Certainly a number of schools I know run an Extended Project pathway for sixth formers and are enthusiastic about its impact, not least on university applications.  It’s not difficult to make the case for students having to be able to structure some extended writing but it really does have implications for developing the skills lower down the school.  “He knows lots of science – he just can’t write it down” is looking a bit threadbare; it may be true but it begs questions of the science curriculum.

Ed Walsh

Read Ed's GCSE Science blog here

Health and Social Care - Suspecting Abuse in Vulnerable Adults

What should care workers do if they suspect abuse?
Most people working in health and social care settings are familiar with the terms ‘abuse’ and ‘vulnerable adult’, but what should a care worker do if they suspect a vulnerable adult is being abused?

Who are vulnerable adults?
A vulnerable adult is a person aged 18 or over who is:

• In need of community care services by reason of their age, or their mental or other disability
• Unable to take care of him or herself
• And is unable to protect him or herself against significant harm or exploitation

This definition includes older people, adults of working age who may have a learning disability, mental health issues or any other condition which makes them temporarily or permanently vulnerable.  It is the inability to protect themselves from significant harm or exploitation that makes individuals vulnerable to abuse.

Abuse is the intentional harm done to another person through mistreatment or ill-treatment, or failing to act to prevent harm.  It affects all groups, all social classes, both genders; all ages; all abilities, all cultures and ethnic groups.  

How might a care worker spot abuse?
It is not easy to identify abuse; being one reason it is so prevalent.  However, there are actions care workers can take to minimise or preclude abuse being inflicted on individuals in their care.

1. Be aware of the potential for abuse.  Is the individual living in an environment where there has been, or is, domestic violence, drug or alcohol misuse, or financial strains?
   
   
2. Share any concerns they might have that an individual is being abused.  Things to look out for include:
   - Physical abuse: burn or scald marks, bruising or unexplained bone fractures and other injuries
   - Psychological and emotional abuse: poor or a loss of confidence, or appearing frightened or worried.
   - Material and financial abuse: possessions going missing or being ‘borrowed’, not having any money or another person having access to their bank account
   - Neglect or omission: is the individual clean and dressed appropriately for their age, gender or the weather? Are they hungry or showing signs of dehydration or malnutrition?
   - Sexual: are they in pain sitting or walking with a strange gait?
   - Discriminatory: are they being treated with the same consideration as other people of a different ethnic or cultural background, or because of their sexuality?
   - Institutional: do any of the above occur in a hospital, care home or other institution where they are living or being treated?
   
   
3. If a care worker suspects abuse they should record their suspicions and tell someone – usually their line manager
   
   
4. Make sure that any reporting is followed up.  Ask if it was investigated
   
   
5. Most importantly, do something – don’t just do nothing if you suspect abuse 

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Further Education and Adult Learning - Children and Young People's Workforce: Fun with puppets in the EYFS

The final report on the review of the Early Years Foundation Stage (EYFS) is due to be published in April this year. One of the key proposals involves a change from the current 6 areas of learning to 7 areas, split into 2 groups: “prime” and “specific”.

The 3 PRIME areas of learning would be:
• Personal, Social and Emotional Development (PSED)
• Communication and Language (CL)
• Physical Development (PD)

The 4 SPECIFIC areas of learning would be:
• Literacy (L)
• Mathematics (M)
• Understanding of the World (UW)
• Expressive Arts and Design (EAD)

Highlighting Communication and Language as a prime area, distinct and separate from Literacy, represents a significant change and emphasises the importance of effective communication with children. This is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce.

Particularly:
Level 2
Unit TDA 2.7 Maintain and Support Relationships with Children and Young People
Unit SHC 21 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings

Level 3
Unit CYP 3.5 Develop Positive Relationships with Children, Young People and Others Involved in their Care
Unit SHC 31 Promote Communication in Health, Social Care or Children’s and Young People’s Settings

Young students can often struggle with the concept of appropriate communication with children, for a variety of reasons, including:

• they often feel self-conscious or silly when communicating with young children, particularly babies
• they may have different experiences of communication with significant adults in their own lives 
• their lives can be dominated by electronic communication and social networking, often to the detriment of real, face-to-face communication

The attached sheet (Communicating with Children - download this here) can be a useful starting point for your students to reflect on their practice in placement and share examples with each other. Communication techniques can be further explored by using practical diversions like puppets.

I have recently been involved in teaching a group of single, teenage mums with their babies. We have been focusing on developing strong attachment relationships, the importance of playful communication and parent/child interaction, (giggling, tickling games, blowing ‘raspberries’ etc.). The young mums were all extremely self-conscious and very resistant and the session seemed doomed to failure. As a last resort, I decided to help them make simple puppets, which they could then use to communicate and interact with their babies. This made a world of difference and by the end of the session, the young mums were playing and laughing with themselves as well as with their babies.

Your students can easily make simple puppets in the classroom, using socks, gloves/mittens, cardboard or paper plates and craft sticks. Some examples can be found at:
http://www.teacherhelp.org/puppets.htm
http://montessoribyhand.blogspot.com/2008/02/puppets-on-stick.html
http://www.eduplace.com/hac/pdf/puppet.pdf

Your students could then use their puppets to communicate playfully with each other and think about how they might use puppets to communicate with children in their placement or work setting, for example:

• to communicate with a baby
• to encourage a shy child
• to comfort a child who is upset
• to use at story time with a group of children

Students could use this experience both to help them generate evidence and prepare for practical assessment in the real work environment at different levels, for example:
L2: Unit SCH 21 (AC 2.2 and 3.2); Unit TDA 2.7 (AC 1.1 and 1.2)
L3: Unit SHC 31 (AC 2.3 and 3.3); Unit CYP 3.5 (AC 1.2 and 1.3)

Janet Stearns
Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

Health and Social Care - What care workers can do when consent is witheld

Why is consent sometimes withheld, and what can care workers do to establish consent?

This blog expands on issues around consent that candidates studying Levels 2 and 3 of the Health and Social Care Diploma, BTEC Health and Social Care, Dementia Care units and other courses relevant to the field of health and social care will encounter.

What is consent?
Consent is giving permission to do something. In health and social care settings it usually means that the individual gives consent to take part in an activity or to accept some kind of care or treatment.

It is important to remember that:

• It is a legal requirement that consent is established before any intervention or care-giving activity takes place
• Establishing consent is one way care workers can demonstrate they respect the individual and the individual’s personal dignity
• The process of establishing consent is instrumental to developing trust between care worker and the individual 
• The individual is more likely to want to take part in an activity they have given permission for

Consent can be given in a number of ways: verbally, in writing or through actions.  The individual might also allow another person to do something with or to them, perhaps by raising an arm to be supported when dressing, and thereby imply consent.  Informed consent is given when the individual understands what they are consenting to.

However, it is not always possible to readily establish informed consent, and in some circumstances, consent might be withheld.  

Why would consent be withheld?
Individuals might withhold their permission for an action to be performed because care workers:

• Do not understand the individual’s needs, condition or capacity to make decisions 
• Do not have the relevant information or be able to impart information in a form that is understandable to the individual
• Do not themselves understand available options, and potential or actual risks to the individual

What can care workers do to establish consent when it is withheld? 

1. Ensure they understand and act on understanding of the health status or condition of the individual
2. Ensure they understand the individual’s needs and preferences
3. Ensure they understand the individual’s ability to make decisions
4. Ensure they have available the relevant information in a form that the individual can understand
5. Ensure they themselves understand the information and options open to the individual
6. Listen to the individual and observe for other responses 

Conclusion
Consent is giving permission for something.  Sometimes permission is withheld but there are actions that care workers can take to establish consent where it is withheld.  These actions are in keeping with an approach to care that respects the individual, improves care and sits securely within the legal framework for practice.

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Secondary Business - BTEC Level 3

Which businesses should I use for BTEC Level 3?

When writing an interesting and realistic assignment, it can be difficult to use the right businesses and organisations. Which ones are the best to use? Some may prefer to use businesses that boys ‘like’ and relate to, such as Apple or McDonalds, others may prefer businesses which give a range of resources and information.

I solve this issue by using Wimbledon Tennis Museum and Thorpe Park. They tick nearly all the boxes; fun, interesting, good venue for a trip, cross unit relevance and the boys like them!

Thorpe Park is a superb business to use. As part of the Merlin group, leading the way in theme park entertainment. The trip itself is easy to organise, with the student pack available on their website: (http://www.thorpepark.com/misc/student-pack.aspx).

The students can do some preliminary research before they go, perhaps writing questionnaires to give to staff, or investigating the size and scale of the business. During the day the students can attend pre-booked sessions on HR, Marketing and Promotion, ICT and Thorpe Park as a business. These give the students the exact information they need to complete the tasks in their assignment.

Thorpe Park can be used for a range of units especially:

• Unit 1: The Business Environment
• Unit 2: Business Resources
• Unit 3: Introduction to Marketing
• Unit 10: Market research in business
• Unit 16: Human Resource Management in Business

Wimbledon Tennis Museum is an excellent contrast to Thorpe Park and offers the students an organisation they may hear and see a lot on television but one which they know relatively little about. A trip to Wimbledon gives the students access to a tour of the grounds (including centre court!) as well as visiting the museum itself. (http://www.wimbledon.com/visiting/education/secondary).

Specific talks from the staff can be booked and the students have enjoyed it each time I have been.  The Marketing and Customer Service talks link nicely with Units 1, 2 and 3. Both trips are well priced and easy to access through public transport.

And the best bit? You will enjoy this as much as the students!

Mr A. Dean 
Head of Business and Enterprise, The John Fisher School and author of Collins BTEC National Business resources

Health and Social Care - Benefits of Active Participation

This blog is for candidates studying Levels 2 and 3 of the Health and Social Care Diploma, BTEC Health and Social Care, Dementia Care units and other courses relevant to the field of health and social care

What is active participation?

Active participation is defined by Edexcel (2010), the body that sets the specifications for the Levels 2 and 3 Health and Social Care Diplomas, as recognising an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is an active partner in their own care or support rather than a passive recipient.  This definition accentuates two key principles underpinning care: the rights of the individual and the independence or autonomy of the individual.

Many people who experience health and social care, especially individuals with significant needs, are marginalised, excluded and disenfranchised.  They are not given the same opportunity to have a say in how they live their lives as most other people in the general community; their choices in what they do are severely limited.

What are the benefits of active participation for the individual?

Active participation is an approach that enables individuals to be included in their care and have a greater say in how they live their life in ways that matter to them.

The benefits of active participation can be divided into primary benefits and secondary benefits.

Primary benefits include:

1. Physical benefits including greater activity levels.
2. Increased independence and autonomy in what people do.
3. An opportunity for individuals in health and social care settings to have a say in matters of direct concern to their lives.
4. Increased opportunities for social contact and interpersonal relationships.
5. Encouraging involvement and self-awareness.  Individuals become more involved in the community and more aware of opportunities and what they can hope for themselves. 
6. Increased opportunities for learning and development of important skills, knowledge, education and employment.
7. Enhanced well-being, with increases in self-confidence, self-esteem and self-belief.

The benefits of active participation include the above primary benefits where the individual gains from its application in the real world of health and social care practice, but there are also some secondary benefits.

The secondary benefits can be described as benefits that occur as a result of active participation, but are not a direct aim of active participation.  These include:

1. Decreasing the likelihood of abuse. As the individual engages positively by actively participating is area of their life, such as in personal care, the scope for abuse by others is reduced.  
2. Decreasing vulnerability. As individuals gain in their self-confidence and self-esteem they are less prone to exploitation and harm from others

Conclusion
Active participation is an approach that empowers individuals in the activities and relationships of everyday life leading to them living as independently as possible. The importance to the individual as an active partner in their own care or support is that it brings physical, psychological, relational and over all wellbeing benefits.

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Further Education and Adult Learning - Children and Young People's Workforce: Using Persona Dolls

PERSONA DOLLS IN ACTION: EQUALITY AND DISCRIMINATION

In the aftermath of the Stephen Lawrence murder trial, issues around equality and discrimination have once again become a focus for attention in the media.

Children’s service workers have a duty to help children and young people develop inclusive attitudes and this is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce. 

Specifically:

L2:       Unit TDA 2.7 Maintain and Support Relationships with Children and Young People

Unit SHC 23 Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

L3:       Unit CYP 3.7 Understand how to Support Positive Outcomes for Children and Young People

            Unit SHC 33 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

A good starting point is to help your students understand their own perspectives and to think about how they view others. As we all know, this is potentially a very sensitive issue, but an important one to address if students are to fully understand the nature of inclusive practice. The wordsearch attached can be a useful opening prompt for discussion. (Answers available separately here).

Practical classroom sessions are a fun and valuable way of helping your students both to develop their understanding and demonstrate their competence in the real work environment. Persona dolls have been used for many years as a playful tool to help young children learn about diversity and individual differences and they can be equally valuable for students in helping them to prepare evidence for assessment.

The Persona doll website (http://www.persona-doll-training.org/ukhome.html), has some very useful information, including example scripts for stories to use with the dolls and a wide range of links to other sites relating to anti-discrimination and inclusive practice.

Dolls from  www.persona-doll-training/org

Your students could work in groups to develop their own Persona doll story dealing with a particular aspect of discrimination (eg. race, gender, or even bullying). An example story is given on the attached information sheet or use examples from the Persona doll website.

Students could then share their stories and discuss how they might be used with children in the real work environment. Some students may have already encountered Persona dolls in their placement or work setting and could be encouraged to share their experiences with others in the group. Some of the stories might be developed and the students could practice telling their stories in a simulated “circle time” using a puppet or large soft toy in place of a Persona doll if necessary.

Encourage your students to think about questions they might ask the children, for example “how do you think teddy feels now?” or “how could we help teddy to feel better?” . Students should also be prepared to respond to some of the children’s comments, for example “my dad says you should always hit people back” or “boys who cry are sissies”.

At different levels, students could use the evidence generated here to support their assessment for:

L2: Unit SCH 23 (AC 2.2 and 2.3); Unit TDA 2.7 (AC 3.2 and 3.3)

L3: Unit SHC 33 (AC 1.1 1.2 and 1.3); Unit CYP 3.7 (AC 4.1)

Janet Stearns
Lecturer in Early Childhood Studies, former Lead Examiner for CACHE