1.1 Explain the skills, knowledge and behaviours required for the role of the Early Years Practitioner

This guide will help you answer 1.1 Explain the skills, knowledge and behaviours required for the role of the Early Years Practitioner.

The role of the Early Years Practitioner is both varied and demanding. It requires a mix of practical skills, theoretical knowledge and professional behaviours. Each area plays a part in shaping high-quality provision for children from birth to age five.

In this guide, we will explore each skill and give clear examples of what they look like in daily practice.

Communication Skills

Strong communication skills are at the centre of the role. Practitioners need to communicate with children, colleagues, parents, carers and other professionals.

Communication with children involves:

• Using age-appropriate language
• Listening actively
• Responding to non-verbal cues such as gestures and facial expressions
• Supporting language development through conversation and storytelling

Communication with adults involves:

• Being clear and concise
• Listening to concerns and responding appropriately
• Sharing information about a child’s progress openly and respectfully
• Using professional terms when necessary and explaining them when needed

Good communication is not only about speaking. It involves body language, tone of voice, and the ability to adapt the way information is shared according to the audience.

Observation Skills

Observation is how practitioners gather information about a child’s development, interests and needs. It requires attention to detail and the ability to record findings accurately.

Observation skills include:

• Watching a child during play to notice new skills or behaviours
• Taking notes using agreed formats within the setting
• Identifying patterns over time
• Linking observations to the Early Years Foundation Stage (EYFS) framework

Observations are used to plan future activities and to monitor progress. They can highlight areas where a child may need support.

Knowledge of Child Development

Practitioners must have a firm understanding of how children grow and learn from birth to five years. This knowledge helps them to meet developmental needs effectively.

This includes:

• Physical development such as movement, coordination and fine motor skills
• Communication and language development
• Personal, social and emotional growth
• Cognitive skills like problem-solving
• Creative development through art, music and imaginative play

Knowing the typical stages of development makes it easier to spot when a child is progressing well or may need extra help. It also supports planning activities that link to a child’s abilities.

Understanding Safeguarding

Safeguarding is protecting children from harm and promoting their welfare. This is a legal responsibility under UK law.

Safeguarding practices include:

• Recognising signs of abuse or neglect
• Following the setting’s policies for reporting concerns
• Maintaining accurate records
• Ensuring safe recruitment of staff
• Promoting safe play environments

Child protection training should be kept up to date. Every practitioner must know who the safeguarding lead is in their setting.

Behaviour Management Skills

Children in early years settings are learning how to interact socially. Practitioners guide positive behaviour through consistent rules and support.

Behaviour management skills involve:

• Setting clear boundaries
• Reinforcing positive actions
• Redirecting inappropriate behaviour calmly
• Modelling respect and empathy
• Working closely with parents to maintain consistency between home and the setting

Approaching behaviour in a supportive way encourages children to develop self-control and social awareness.

Planning and Organising Activities

Early Years Practitioners plan structured and unstructured activities that help children learn through play.

Planning skills include:

• Using observations to inform activity choices
• Setting learning outcomes linked to EYFS areas
• Preparing resources in advance
• Adapting activities for different needs
• Balancing group sessions with individual work

Organisation helps maintain smooth routines and allows for flexibility when opportunities arise.

Knowledge of Health and Safety

Children require safe environments where risks are managed but exploration is encouraged.

Health and safety responsibilities include:

• Conducting regular risk assessments
• Checking equipment and resources
• Maintaining hygiene during activities
• Following food safety regulations
• Teaching children safe practices, such as handwashing

These measures prevent accidents and illness while giving children the chance to explore freely.

Teamwork Skills

Early Years is a collaborative sector. Success depends on working well with others.

Teamwork skills include:

• Sharing information and responsibilities
• Supporting colleagues during busy times
• Accepting feedback positively
• Taking part in meetings and discussions
• Respecting the views and contributions of others

When practitioners work as a team, settings run more smoothly, and children benefit from consistent care.

Record Keeping

Accurate record keeping is part of professional practice. It includes documenting observations, incidents, attendance and health matters.

Good record keeping involves:

• Writing clearly and objectively
• Completing forms on time
• Respecting confidentiality
• Using agreed formats and systems
• Storing records securely

Records may be requested by parents, inspectors or other professionals, so they must be reliable.

Ongoing Professional Development

Continuing to develop skills and knowledge is part of the role. Training and reflection help practitioners maintain high standards.

Professional development involves:

• Attending training sessions and workshops
• Reading sector publications
• Reflecting on practice and identifying what can be improved
• Seeking mentoring or guidance from experienced staff
• Keeping qualifications and certifications up to date

This ensures practice meets current guidance and supports career growth.

Knowledge of the EYFS Framework

The Early Years Foundation Stage is the statutory guidance for early years provision in England.

Knowledge of the EYFS involves:

• Understanding the seven areas of learning and development
• Knowing the principles and commitments of the framework
• Applying learning goals to activity planning
• Observing and assessing progress against the framework
• Meeting early learning outcomes by school readiness

The EYFS ensures all children receive a broad and balanced early education.

Inclusion and Equality

Practitioners must promote equal opportunities and value diversity.

This includes:

• Adapting resources for individual needs
• Celebrating different cultures and traditions
• Removing barriers to participation
• Challenging discrimination in any form
• Working with parents and specialists to support additional needs

Inclusive practice benefits all children and creates a positive environment.

Professional Behaviour

Professional behaviour shapes how others see the practitioner and the setting.

Examples of professional behaviour:

• Dressing appropriately for the role
• Being punctual and reliable
• Respecting confidentiality
• Speaking respectfully to colleagues and families
• Following policies and procedures consistently

Professional behaviour builds trust with parents and colleagues and supports the reputation of the setting.

Emotional Resilience

Working with young children can be emotionally demanding. Practitioners need resilience to stay effective.

Emotional resilience includes:

• Managing stress effectively
• Maintaining a positive attitude during challenges
• Coping with change
• Seeking support when needed
• Finding ways to recharge outside of work

Resilient staff can better support children’s needs even during difficult circumstances.

Patience

Children learn at different speeds and may require repeated guidance before mastering skills.

Patience in practice means:

• Allowing time for children to process instructions
• Giving repeated opportunities to try new skills
• Offering gentle reminders without frustration
• Understanding that progress may be slow
• Keeping a calm tone of voice

Patience shows children they are valued and supported.

Final Thoughts

The role of the Early Years Practitioner combines a wide range of skills, knowledge and behaviours. Success relies on balancing these elements every day. Strong communication, careful observation and effective planning help children meet developmental milestones. Knowledge of frameworks and legal requirements keeps practice safe and compliant.

Professional behaviours, emotional resilience and commitment to inclusion ensure each child receives respectful and personalised care. Every skill, piece of knowledge and behaviour works together to create a positive, supportive environment where children can learn and thrive. An effective practitioner continues to reflect, learn and adapt their approach so that they meet the needs of the children and families they support.