EYP 11: Support the needs of babies and young children with Special Educational Needs and Disability

The Level 2 Diploma for the Early Years Practitioner encompasses various units to prepare practitioners for their vital roles in early childhood settings. One important unit is EYP 11: Support the Needs of Babies and Young Children with Special Educational Needs and Disability (SEND). This unit is essential in health and social care because it focuses on ensuring that all children, regardless of their abilities, receive the support and opportunities they need to thrive.

Children with Special Educational Needs and Disabilities often require tailored support to participate fully in educational and social activities. Early Years Practitioners are responsible for identifying these needs early on and implementing strategies to address them. This may involve creating inclusive environments, modifying activities, and using specialised resources to help children engage and learn effectively.

Understanding how to support children with SEND is crucial for promoting inclusivity and equity in early education settings. Practitioners need to collaborate with parents, carers, and other professionals, such as speech therapists and occupational therapists, to develop and implement individual education plans (IEPs) that cater to each child’s unique requirements. This collaborative approach ensures that children with SEND receive consistent and comprehensive support.

Moreover, supporting children with SEND involves fostering a positive and accepting atmosphere where all children feel valued and included. Practitioners must also educate other children about diversity and inclusivity, promoting empathy and understanding from a young age.

This unit equips Early Years Practitioners with the skills and knowledge to effectively support the needs of babies and young children with SEND, ensuring they have the best possible start in life and promoting a more inclusive society.

Units and Answers

1. Understand statutory guidance in relation to the care and education of children with Special Educational Needs and Disabilities (SEND)

• 1.1 Describe statutory guidance in relation to the care and education of children with SEND
• 1.2 Describe the roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory, when supporting children with SEND

2. Understand how children learn and develop in the early years

• 2.1 Describe how children learn and the expected pattern of babies and children’s development from birth to seven years Areas of development to include: cognitive, speech, language and communication, physical, emotional, social, brain development, literacy and numeracy
• 2.2 Explain the importance to children’s holistic development of: speech, language and communication, personal, social and emotional development, physical development, literacy and numeracy
• 2.3 Explain how babies and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances

3. Understand the impact of transition

• 3.1 Describe the significance of attachment
• 3.2 Explain the Key Person’s role in relation to transition
• 3.3 Discuss how transitions and other significant events impact babies and young children

4. Understand best practice for meeting the individual needs of young children

• 4.1 Explain the importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning to meet the individual needs of young children with SEND

5. Be able to plan to meet the individual stages of babies and young children

• 5.1 Work in ways that value and respect the developmental needs and stages of babies and children, including supporting children during a range of transitions
• 5.2 Support the assessment, planning, implementation and reviewing of each baby and young child’s individual plan for their care and participation in line with the Graduated Approach
• 5.3 Describe what specialist aids, resources and equipment are available for the children you work with and how to use these safely

6. Be able to work in partnership

• 6.1 Explain partnership working, including work with parents/carers, in relation to working effectively with children with SEND
• 6.2 Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress
• 6.3 Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development
• 6.4 Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development