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Home-Based Childcare The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Home-based Childcare Level 5 L22496 www.fetac.ie Level 5 Module Descriptor Summary of Contents Describes how the module functions as part of the national Introduction vocational certificate framework. Indicates the module content. This title appears on the learner’s Module Title certificate. It can be used to download the module from the website www.fetac.ie . An individual code is assigned to each module; a letter at the beginning denotes a vocational or general studies area under which Module Code the module is grouped and the first digit denotes its level within the national vocational certificate framework. Indicates where the module is placed in the national vocational Level certificate framework, from Level 3 to Level 6. Denotes the amount of credit that a learner accumulates on Credit Value achievement of the module. Describes in summary what the learner will achieve on successfully completing the module and in what learning and vocational contexts Purpose the module has been developed. Where relevant, it lists what certification will be awarded by other certification agencies. Recommends the level of previous achievement or experience of the Preferred Entry Level learner. Usually ‘none’ but in some cases detail is provided here of specific learner or course provider requirements. There may also be Special Requirements reference to the minimum safety or skill requirements that learners must achieve prior to assessment. Describe in 3-5 statements the broad skills and knowledge learners General Aims will have achieved on successful completion of the module. Units Structure the learning outcomes; there may be no units. Specific Learning Describe in specific terms the knowledge and skills that learners will Outcomes have achieved on successful completion of the module. Portfolio of Assessment Provides details on how the learning outcomes are to be assessed. Grading Provides details of the grading system used. Individual Candidate List the assessment criteria for each assessment technique and the Marking Sheets marking system. Module Results Records the marks for each candidate in each assessment technique and in total. It is an important record for centres of their candidate’s Summary Sheet achievements. Appendices Can include approval forms for national governing bodies. Glossary of Assessment Explains the types of assessment techniques used to assess standards. Techniques Describes the assessment principles that underpin FETAC approach Assessment Principles to assessment. Introduction A module is a statement of the standards to be achieved to gain an FETAC award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. While FETAC is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programmes. The duration, content and delivery of learning programmes should be appropriate to the learners’ needs and interests, and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. The development of learners’ core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include: · taking initiative · taking responsibility for one’s own learning and progress · problem solving · applying theoretical knowledge in practical contexts · being numerate and literate · having information and communication technology skills · sourcing and organising information effectively · listening effectively · communicating orally and in writing · working effectively in group situations · understanding health and safety issues · reflecting on and evaluating quality of own learning and achievement. Course providers are encouraged to design programmes which enable learners to develop core skills. 1 Module Title Home-based Childcare 2 Module Code L22496 3 Level 5 4 Credit Value 1 credit 5 Purpose This module is a statement of the standards to be achieved to gain a FETAC credit in Home-based Childcare at Level 5. It may be considered suitable for inclusion as a vocational elective module on FETAC Certificate Level 5 Childcare and Community Care awards. It may also be suitable for inclusion as a general studies module on a range of other awards The module is designed to enable the learner gain and develop the skills, attitude and knowledge to care for children in a home setting. The module aims to promote good practice, equality, and respect for diversity in home-based childcare. Home-based childcare is a unique and valuable type of childcare, which involves a wide range of roles and responsibilities for the childminder. Providing for children’s holistic needs, maintaining a safe and nurturing environment, building and maintain relationships with children and their families and operating as a self employed small business are all key elements of the childminders role. Course providers are responsible for the design of learning programmes, which are consistent with the learning outcomes and appropriate to learners’ interests and needs. 6 Preferred Entry Level Level 4 Certificate, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences. 7 Special Requirements Confidentiality Candidates should not record names, addresses or any information that could identify a child/children or their families in evidence for assessment. Permission Candidates must obtain written permission from the parent or guardian if photographs, audiotapes or videotapes of children are to be used in evidence for assessment 8 General Aims This module aims to enable the learner to: 8.1 recognise the importance of certain personal and professional qualities and key underpinning principals for providers of quality home-based childcare 8.2 appreciate the role of the childminder in providing for the well- being and holistic needs of children of different ages within the home-based service 8.3 develop good working practices to ensure a safe, healthy, hygienic, caring and nurturing environment for the children cared for within the home-based service 8.4 understand the responsibilities and duties of a childminder as a self-employed person running a small home-based business 8.5 promote equality of opportunity and respect for diversity in a home-based childcare service 8.6 understand the important of building and maintain positive relationships with minded children and their families 9 Units The specific learning outcomes are grouped into 4 units. Unit 1 The Role of the childminder Unit 2 The Child Unit 3 The Physical and Care Environment Unit 4 The Business Side of Childminding 10 Specific Learning Outcomes Unit 1 The Role of the Childminder Learners should be able to: 10.1.1 define what is meant by the term ‘childminder’ 10.1.2 outline the range of roles and responsibilities for childminders as providers of home based childcare 10.1.3 discuss some of the issues and concerns for all involved in the childminding relationship; childminder, minded children, parents and childminder’s own family 10.1.4 outline the importance and value of working in collaboration with parents 10.1.5 devise strategies and practices to promote equality of opportunity and respect for diversity in home based childcare 10.1.6 explain the importance of confidentiality as a central principal when working with families and children 10.1.7 discuss the elements of effective communication with children and their families 10.1.8 identify the key elements of quality home-based care. 10.1.9 undertake an audit of personal and professional skills, knowledge and qualities. Unit 2 The Child Learners should be able to: 10.2.1 outline the main developmental stages of children from birth to adolescence. 10.2.2 discuss the childminders role in supporting children’s holistic development 10.2.3 outline factors, which may influence behaviour and the links between behaviour and emotional development 10.2.4 suggest a range of strategies to help children of various ages and manage their behaviour 10.2.5 discuss the childminders role in promoting children’s well-being and sense of belonging 10.2.6 consider the implications of caring for a group of mixed aged children within a home based service 10.2.7 plan and provide appropriate play spaces for children of different ages within a home-based service 10.2.8 plan for a range of experiences and play opportunities; indoors, outdoors and within the local community for:~ · babies · toddlers · preschool children · school age children · groups of mixed-aged children 10.2.9 discuss the importance and benefits to children of all ages of:~ · natural materials · creative play · imaginative play · outdoor play
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