Apprenticeship training course

Early years teacher (EYTS) (level 6)

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Information about Early years teacher (EYTS) (level 6)

To be responsible for the learning, physical, emotional, social and intellectual development, and care of young children from birth to 5 years.

• Knowledge, skills and behaviours:
  View knowledge, skills and behaviours

  Knowledge

  • The theories, principles, and approaches to early childhood development, the associated research and evidence bases, and the impact on children’s learning and development.
  • The areas of effective learning development, within statutory frameworks.
  • The communication and language needs of babies and children including the relationship between early literacy .
  • Patterns of typical and atypical development, and how to support all children considering their current and future needs.
  • Relational theories and their impact on children’s development and relationships.
  • The importance of attachment theory within a relational context, and the significance of the key person.
  • The principles of the different paradigms influencing early years education and care.
  • Pedagogical strategies and approaches to learning (for example play, approaches to adult-led teaching, sustained shared thinking, group learning and relational approaches).
  • Methods to evaluate pedagogical approaches to inform their own approach.
  • Approaches to the pedagogy of early language and literacy and the importance of developing a love of early reading.
  • Approaches to the pedagogy of early mathematics and the importance of a love of early number.
  • How early mathematics, early literacy, children’s holistic communication development, and the prime areas of learning support children when starting school.
  • How to plan experiences to support learning, based on an understanding of children’s interests and needs.
  • How to adapt education and care to support all children.
  • The principles of co-construction of the curriculum.
  • The factors that contribute to enabling environments and how to adapt environments to the needs of children.
  • The impact of enabling environments, in the setting and in the home, on children’s learning and development.
  • The impact of environmental factors, trauma and stress on children’s learning and development.
  • The importance of play-based opportunities in children’s learning and development.
  • The principles and approaches to observations, of children’s play.
  • The implications of observation and assessment on practice.
  • Theories of transition, the range of transitions that children will experience, and the impact of transition on children.
  • The statutory and non-statutory frameworks and guidance for provision in early years.
  • The statutory and non-statutory frameworks and guidance for special educational needs and disabilities (SEND) provision in early years.
  • How to access additional support for all children who need it
  • The principles, processes, and procedures related to early identification of SEND.
  • The principles of safeguarding and child protection.
  • The statutory frameworks and statutory duties required with regards to safeguarding and SEND.
  • Local approaches to safeguarding and child protection and how these vary.
  • The principles of professional curiosity in the context of safeguarding.
  • The principles of professional accountability within early years, and how this relates to the role of key person, safeguarding, and advocacy for children.
  • The other professionals that contribute to the multi-agency system that supports children, young people, and families.
  • How early years professionals fit within, and contribute to, the multi-agency system that supports children, young people, and families.
  • Current policy, statutory and non-statutory frameworks, and guidance relevant to the setting and the community.
  • The factors that impact health and wellbeing in children.
  • The importance of health and wellbeing as a factor in children’s holistic development.
  • The theories and contemporary research underpinning approaches to supporting children’s health and wellbeing.
  • Respectful and nurturing personal care practices, and how these impact on children’s development.
  • Ethical approaches to advocacy.
  • The principles of practice-based enquiry.
  • The principles of supervision in an early years context.
  • Approaches to mentoring, coaching, and supporting others in their professional development.
  • The importance of a scholarly approach to continuing professional development.
  • The purpose of reflection, its impact on children, the early years teacher, and other early years professionals.
  • Approaches to, and models of, reflective practice, including proactive reflection.
  • Methods of identifying, evaluating and analysing evidence bases.
  • Approaches to critically analysing policy and theory.
  • How national policy translates to impact local contexts.
  • Theories and approaches to leadership.
  • The principles of leading in an early years context.
  • Approaches to leading change and improvement.
  • The purposes of and approaches to recording, storing, reporting, and sharing information in the early years context.
  • The principles of equality, diversity, and inclusion within the early years setting.
  • The theories and principals of working with parents.
  • The rights of the child.
  • How to establish and sustain a safe environment and employ practices that promote children’s health and safety.

  Skills

  • Apply understanding of child development to observations, assessments, and practice.
  • Plan experiences for children, based on an understanding of their individual interests and needs.
  • Integrate the child's voice into the design of the curriculum.
  • Conduct observations of all children to understand what they are learning, how they are developing and what they are experiencing.
  • Lead practitioners in the setting to embed observation of children into daily practice.
  • Analyse and use the outcomes of observations to inform planning and practice.
  • Lead and model strategies to develop and extend children's learning.
  • Apply approaches to the pedagogy of early reading and early literacy.
  • Apply approaches to the pedagogy of early mathematics.
  • Critically analyse pedagogies and evaluate when to apply certain pedagogies in practices.
  • Adapt education and care to all children.
  • Apply the principles, processes, and procedures for the early identification of SEND.
  • Establish enabling environments, and adapt those environments, to support children’s learning and development.
  • Support parents, carers, and families to provide enabling home environments for children.
  • Promote secure attachments and relationships.
  • Reflect on the effectiveness of pedagogy and provision and lead other practitioners in reflecting on provision.
  • Apply the principles of practice-based enquiry.
  • Analyse the outcomes of practice-based enquiry and embed learning in practice.
  • Manage change in early years practice to drive quality.
  • Critically analyse theories and evidence bases to inform practice.
  • Critically analyse policy and translate policy to local contexts.
  • Align policy, processes, and procedures with practice.
  • Apply the principles of safeguarding and child protection in line with statutory requirements and local approaches.
  • Identify when a child is at risk, applying an understanding of verbal and non-verbal cues and the norms for individual children.
  • Lead the application of approaches to safe practice.
  • Lead the settings approach to multi-agency working.
  • Mentor or coach early years practitioners within the setting to support their professional development.
  • Lead practitioners to establish a culture of cooperative play learning and development.
  • Apply approaches to team working and leadership within the early years setting.
  • Advocate for, and support colleagues to advocate for, children's rights.
  • Record, store, and report information on children to a range of audiences.
  • Communicate with colleagues to share information and improve practice.
  • Lead communication with parents, carers, and families.
  • Maintain the rights of the child, including the promotion of equality, diversity and inclusion.
  • Lead the learning and development of staff through peer observation, supervision and support.
  • Quality assure the curriculum and how it meets the needs of all children.

  Behaviours

  • Be accountable for leading practice and children's outcomes.
  • Value and promote a culture of safeguarding.
  • Act ethically and responsibly.
  • Be confident to challenge others.
  • Be proactive in seeking out opportunities for Continuing Professional Development (CPD) and reflective practice.
  • Be visionary and influence colleagues and others.
  • Establish a culture of cooperative working.
  • Promote equality of opportunity and inclusive practice.
  • Model the positive values, attitudes and behaviours expected of children.
• Apprenticeship category (sector): Education and early years
• Qualification level: 6; Equal to degree
• Course duration: 33 months
• Maximum funding: £27,000 ; Maximum government funding for ; apprenticeship training and assessment costs.
• Job titles include:
  • Early years teacher

View more information about Early years teacher (EYTS) (level 6) from the Institute for Apprenticeships and Technical Education.