BTEC Early Childhood Development

Aims and Outcomes

• The Pearson Level 3 BTEC National in Early Childhood Development is an Alternative Academic Qualification (AAQ) designed for post-16 students with an interest in Education and Early Years and aiming to progress to higher education as a route to graduate level employment. 

• Equivalent to one A Level in size, it is suitable for students looking to develop their applied knowledge and skills in Education and Early Years as part of a study programme alongside A Levels.

• The qualification is designed to be taken alongside A Levels as part of a study programme and can link to learning in A Levels in Sociology, Psychology, Biology and English. It is intended for students that wish to progress into higher education as a pathway to employment. 

• Students will develop the following knowledge and skills: 

• Knowledge and understanding of children's development, importance of play and learning in development, and health and safeguarding practices 

• Knowledge and understanding of how research findings influence legislation, policy and provisions for children 

• Skills to support the safeguarding and maintenance of children's safety, including in emergencies 

• Skills to support children’s play and learning experiences, including numeracy and literacy 

• Critical thinking, secondary research and reflective practice skills. 

Understanding children’s development and safeguarding gives students a good foundation for transition to degrees such as nursing, teaching, and social work. Through the work placement in this qualification, students develop professional practice and interpersonal skills as well as resilience, which will help them to better cope with the demands of the placement in many of these degree courses. In addition, transferable skills such as critical thinking and research are important for academic success. 

Assessment Objectives & Learning Aims : 

Students must complete 4 mandatory units of 90 Guided Learning Hours

1. Children’s Development 

2. Keeping Children Safe 

3. Play and Learning 

4. Research and Reflective Practice in an Early Childhood Setting 

Units 1 & 2 of the total qualification is externally assessed and marked by the exam board.

Unit 1:

• AO1 Demonstrate knowledge of the principles, patterns, theories and models of child development and factors that impact on children’s development from birth up to eight years 

• AO2 Demonstrate understanding of the principles, patterns, theories and models of child development and factors that impact on children’s development from birth up to eight years 

• AO3 Apply knowledge and understanding of the principles, patterns, theories and models of child development that impact on children’s development from birth up to eight years 

• AO4a Analyse information related to children’s holistic development in context, demonstrating the ability to interpret theory of children’s development and predict the potential impact of factors on children’s development and provision and practice for children from birth up to eight years 

• AO4b Evaluate information related to children’s holistic development in context, demonstrating the ability to interpret theory of children’s development and predict the potential impact of factors on children’s development and provision and practice for children from birth up to eight years 

Unit 2:

• AO1 Demonstrate knowledge of health and safety and safeguarding in early years settings 

• AO2 Demonstrate understanding of health and safety and safeguarding in early years settings 

• AO3 Apply knowledge and understanding of health and safety and safeguarding in early years settings 

• AO4a Analyse information and potential issues relating to health and safety and safeguarding in early years settings 

• AO4b Evaluate information and potential issues relating to health and safety and safeguarding in early years settings 

Unit 3:

• A Examine types of play and learning activities and how they promote children’s learning and development 

• B Investigate theoretical perspectives to learning and development in early childhood 

• C Understand curriculum approaches to play and their impact on practice in early childhood environments 

• D Understand how to plan activities and experiences to support children’s play, learning and development 

Unit 4

• A Understand types of information and data related to research into provision and practice in children’s care and education (0 – 8 years) 

• B Understand the purpose and impact of research in the children’s care and education sector (0 – 8 years) 

• C Know the purpose of reflective practice for those working in the children’s care and education sector (0 – 8 years) 

• D Understand and apply theories and approaches for reflective practice 

Where can an BTEC Early Childhood Development lead?

• Students studying this qualification will provide you with a good foundation to studying the following courses at university: 

• Nursing – BSc (Hons) Adult Nursing, Nursing – Child – BSc (Hons) 

• Teacher Training – Childhood and Early Years Studies BA (Hons) 

• Social Work – BA (Hons) Social Work 

• Psychology – Psychology BSc (Hons)