Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Student Information
(To be filled by the student prior submitting the assignment)
Learner Name
Centre no 8466707
CACHE PIN
Course Information
Course NCFE CACHE Level 3 Diploma for the Early Years Workforce
Unit No. Unit 1.4 WB
Unit Name Promote children’s emotional well-being
Unit Reference T/505/9811
Tutor and Assessor Information
Name of Tutor
Name of Assessor
Assignment Information
LO1 - LO3 (Knowledge Based)
Full Assignment
LO4 (Skill Based)
Submitted By Taito Education Date 1st March 2019
Reviewed and Approved By Poonam Heryani Date 1st March 2019
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Learner Declaration1
I, ……………… …………… (Full Name) hereby confirm that this assignment is my own work
and not copied or plagiarized. It has not previously been submitted as part of any assessment for
this qualification. All the sources, from which information has been obtained for this assignment,
have been referenced as per Harvard Referencing format. I further confirm that I have read and
understood the TAITO Education’s rules and regulations about plagiarism and copying and agree to
be bound by them.
Learner Signature : Digital Signature
Learner Name :
Record of Assessment Cycle
1
This is only a specimen student declaration. Kindly ensure to digitally sign the declaration in your LMS
prior to submission of your assignment
Ver 03.19 Page 2 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Unit
Scheduled / Planned Assessments Assessment
Criteria
Unit 1.4 WB has both knowledge and skill-based outcomes where by you will demonstrate your
knowledge, skills, to support healthy lifestyles for children.
Understand children’s needs in relation to emotional well-being. LO1
Understand the requirements for promoting emotional well-being in LO2
relation to current frameworks.
Understand the needs of children during transition and significant LO3
events.
Be able to promote the emotional well-being of children in own setting. LO4
Answer all the criteria, for this unit. Add examples from your own practice where
possible, and ensure you mention the relevant legislation. Please add your name, PIN,
Page numbers and a bibliography.
While responding to each criterion, please ensure you address the KEY and the
COMMAND words and support your responses with relevant examples.
At the end of theme 1 and 2 you will have one or two observations which will take place
in your setting. These are an essential part of the assessment process and gives you an
opportunity to build your skills and competencies to be a confident Early Years
Practitioner.
Prior to your visit, you will consider the learning outcomes that need to be assessed with
your tutor. It is then your responsibility, to plan the visit in order to show what is
necessary to meet these learning outcomes.
The date and time will be agreed between you and your assessor and it is your
responsibility to ensure that this is convenient for you and your setting. You must let us
know immediately if this time clashes with an event in your setting.
You will be doing a professional discussion with your tutor and peers in the class. Please
Ver 03.19 Page 3 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
fill in the professional discussion template and bring it to the discussion along with work
product and supporting evidence to ensure all criteria are met with relevant evidence.
Please return the assignment sheet with no attachment once the professional discussion
has taken place.
Ver 03.19 Page 4 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Assignment Submission General Guidelines
(Please read the instructions carefully)
1. Complete the title page with all necessary student details and ensure that the signature of the
student is marked in the declaration form.
2. All assignments must be submitted as an electronic document in MS Word to the LMS (Use 12
Times New Roman script).
3. Assignment that is not submitted by the prescribed deadline will be accepted ONLY under the
REDO and RESUBMISSION policy of Taito.
4. The results are declared only if the student has met the mandatory attendance requirement of
75% and/or a minimum of 50% under extenuating circumstances approved and ratified by the
Academic Head.
5. Refer to the additional information for the unit and links provided against each unit for you to
research and prepare your assignments.
6. Assignments should carry names of the candidates as per the passport. This will clear out any
ambiguity in getting the CPD / course certificates.
7. The assignment should NOT contain any contents including references cited from websites like
www.ukessays.com
www.studymode.com
www.slideshare.net
www.scribd.com
8. Students should NOT refer Wikipedia as a source of information, but the references cited within
the Wikipedia can be mentioned.
9. Submit the assignment (upload on to LMS) as Word document file with the file name being:
First Name_Last Name_Unit
Eg: Sana_Zaman_Unit1.1
Ver 03.19 Page 5 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Quick Reference Checklist for the Students
1. Adherence to the deadline of submission date
2. Original Cover sheet + Unit & AC sheet and format to be retained
3. Student information and signature intact
4. Font style and size used as instructed
5. Assignments should be submitted as a Word document
6. Please save each “Unit” in a separate file
7. Cover all the knowledge-based learning outcomes before
submitting
8. Please ensure that the first page of your assignment carries your
NAME and the UNIT number
Ver 03.19 Page 6 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Learning outcomes Assessment criteria Evidence record
The learner will: The learner can: e.g. page number &
method
1. Understand children’s 1.1. Explain theoretical perspectives on Learner’s own
needs in relation to emotional well-being. work product Pg
emotional well-being.
1.2. Explain the process of: Learner’s own
bonding work product Pg
attachment
developing secure relationships.
1.3. Evaluate the impact of secure Learner’s own
relationships on a child’s emotional work product Pg
well-being.
2. Understand the 2.1. Analyse the role of the Key Person Learner’s own
requirements for in promoting emotional well-being. work product Pg
promoting emotional
well-being in relation to
current frameworks.
3. Understand the needs of 3.1. Identify transitions and significant Learner’s own
children during events that a child may experience. work product Pg
transition and
significant events. 3.2. Describe potential effects of Learner’s own
transition and significant events on a work product Pg
child’s life.
3.3. Explain the role of the early years Learner’s own
practitioner in preparing a child for work product Pg
a planned transition.
3.4. Explain the role of the early years Learner’s own
practitioner in supporting the needs work product Pg
of children during transition and
significant life events
4. Be able to promote the 4.1. Identify the needs of children in own Write in PD
emotional well-being of setting in relation to emotional well- Assessment Sheet
Ver 03.19 Page 7 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Learning outcomes Assessment criteria Evidence record
The learner will: The learner can: e.g. page number &
method
children in own setting. being.
4.2. Work with children in a way that: Write in PD
supports independence Assessment Sheet
builds resilience and
perseverance
builds confidence
supports self-reliance
equips children to protect
themselves
Builds relationships between
children.
4.3. Plan an activity to promote Write in PD
emotional well-being in own setting. Assessment Sheet
+
Activity Plan
4.4. Implement an activity to promote Direct Observation
emotional well-being in own setting.
4.5. Evaluate own role when promoting Write in PD
emotional well-being in own setting. Assessment Sheet
Ver 03.19 Page 8 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Evidence Record Sheet
Assessment Method
Direct Observation *** Learner’s own work products ***
Professional Discussion *** Question & Answer
Reflection on own practice Portfolio of Evidence ***
Recording of Evidence Unit Assessment
Criteria
Ver 03.19 Page 9 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Summative Feedback: Overall feedback on current work with emphasis on how the student
can further improve in future.
Tutor /Assessor Name: Date:
LO1
Ver 03.19 Page 10 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
This learning outcome is about understanding the needs of children in relation to emotional well-
being. Bringing out the positive and negative factors that have an effect on their emotional well
being and what can be done to improve their emotional health.
AC1.1. Explain theoretical perspectives on emotional well-being.
The capacity to manage one's emotions in various life conditions is referred to as emotional well
being. According to the EYFS, if young children are given support in controlling their emotional
capacities, this results in a variety of desirable outcomes, including success in life and excellent
mental health as adults. Various ideas exist to explain how children's emotional needs must be
satisfied, and it is thought that a child's emotional development is influenced by the relationships
they create with adults.
Maslow’s Hierarchy of needs
Self-actualization
Cognitive needs
Esteem needs
Love and belonging
Safety needs
Physiological needs
Abraham Maslow postulated in the 1940s that a child's basic wants must be satisfied before they
can learn. The hierarchy's many stages depend on one another. The lower-order needs at the base of
the pyramid are considered physiological needs, whereas the higher-order demands at the top of the
pyramid are called growth needs. It is challenging to meet the requirements for growth if the
physiological needs are not satisfied. In terms of physiological requirements, young people require
the bare necessities for a healthy life, including food, shelter, water, and sleep. The idea behind the
safety needs phase is that a child needs to feel protected in the surroundings that they are in.
Love and belonging are the next stage in Maslow's hierarchy of wants. A youngster needs to feel
loved to feel like they belong, and when they do, it's simpler for them to play and engage with
others because they feel accepted. Maslow also discussed the importance of a child having the
freedom to choose, being shielded from prejudice, and having respect from those around them. The
final step, self-actualization, occurs after all of these phases have been completed and a child
Ver 03.19 Page 11 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
becomes creative, gains problem-solving skills, and experiences happiness. As a result, Abraham
Maslow's theory is relevant in that a child who does not meet their physiological needs is unable to
learn, and a child who does not feel safe and secure in their surroundings is likewise unable to learn.
Most kids cry when they are first introduced to a new environment because they are not yet familiar
with the people there. A youngster can't play and explore until they feel secure and loved, which
happens only after they have settled in.
According to the behavioural theory of attachment, a baby will develop an attachment to a caregiver
if that person gives them food. In contrast, Harry Harlow conducted an experiment using two wire
and cloth-covered monkeys. He captured young monkeys and put them in a cage. While the wired
mother gave food, the soft fabric mother did not. The infants spent the majority of their time with
the soft cloth mother, only going to the wire mother when they were hungry. The monkeys would
seek shelter with the fabric mother as a secure basis if a frightening object was placed within the
cage. He also segregated monkeys from birth, preventing them from interacting with one another.
He isolated some people for three months, six months, even a full year. As compared to monkeys
who grew up with other monkeys, the findings demonstrated that aggressive behavior was
established in monkeys. They were biting their own arms and legs and were subject to bullying
since they lacked social skills. In contrast to those who provide them with food, youngsters form
attachments to the people they spend the most of their time with, according to Harlow's theory, and
when they are afraid of anything, they actually run toward someone they can trust. Children who
experienced abuse and emotional neglect as children are more likely to be violent and lack social
skills. The fact that this idea was tested on monkeys rather than people raises questions about its
veracity, hence it may not be applicable.
Joyce and James Robertson Following their work with kids in a hospital, they discovered three
stages of attachment. When a child is separated from their primary attachment, they frequently
exhibit distress. Children typically rebel in the first stage by kicking, sobbing, and displaying
signals of fear and rage so that the caregivers give up and hand the kid back to their parents. For
instance, in our environment, when a child is brand-new, they typically cry during drop-off time,
and some even refuse to walk to the classroom. This may continue for days or weeks until the child
settles. Desperation is the second stage, during which a youngster gradually calms down and
accepts their departure from their primary attachment. This is accurate, since children in our setting
typically become calmer once they reach the classroom and realize that the parent has genuinely left
them. A youngster may revert to crying while playing if they remember that their primary
attachment is not there; this indicates that the child is still attempting to adapt to the new
surroundings. The third stage is detachment, during which a kid stops rejecting the food or toys
their caregiver gives them and instead shows interest in their surroundings. Children who are
detached from their primary connection may experience negative consequences because they will
feel uneasy and unable to trust them since they believe they could be abandoned at any time.
In conclusion, Harry Harlow studied behavior as a factor that contributes to a child's emotional
wellbeing, and the Robertsons studied the phases a child goes through when they are away from
Ver 03.19 Page 12 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
their primary attachment. Abraham Maslow's theory also looked at factors that can affect children's
emotional wellbeing.
AC1.2 Explain the process of:
bonding
attachment
developing secure relationships
Through bonding, attachment and building solid bonds, an infant and an adult can develop an
emotional connection. As this form of communication can impact a child's cerebral, physical,
emotional, and social development, it is crucial for the child's growth. Bonding, which is a feeling
of connection to your child, starts even before delivery, while the baby is still kicking within the
womb and when the parents are having ultrasounds. By holding and nursing a newborn, bonding
happens immediately after birth. As babies get older, they learn to recognize their parents' voices
and stop wailing when they see them. Hugging a child when they're unhappy helps to build a
bond.For instance, in our environment, we build relationships with children by sharing tales about
the things they enjoy, comforting them when they cry, and engaging them in conversation while
changing their diapers. Another technique to strengthen ties with children is to listen to them or play
with them. Postnatal depression, a hormonal imbalance wherein a mother experiences anxiety,
sadness, and guilt after delivery, might have an impact on bonding. Bonding may be harmed by
difficult births and newborns with special needs because traumatized parents may feel repelled from
helping the child. Bonding can be harmed by premature birth because the infant spends the most of
its time in the incubator and the parents cannot hold the child until it is fully developed.
Infants develop primary attachments—also known as attachments—to their parents and other
members of their family through the process of attachment. A newborn and their important person
have a relationship known as secondary attachment. Children are at the in-discriminative period
between birth and three months; they exhibit interest in watching people's faces, smile back when
you smile, and turn toward sounds. Children between the ages of 3 and 8 months are still in the in-
discriminative stage of attachment; instead of being left alone, they prefer to be near strangers.
Babies at this time, for instance, do not cry when their parents drop them off at the nursery or when
a new practitioner visits their classroom in our setting. Babies are in the primary attachment stage at
7-8 months of age. Babies can recognize familiar faces at this period, and they scream when left
alone with strangers. By the time they are 8 months old, kids are at the multiple attachment stage,
when they can engage with others when their primary attachment is there. For instance, some
newborns are able to play with a stranger while their parent is nearby, but as soon as the parent
leaves the situation, the baby starts to cry.
A child must bond with someone other than their parents in order to develop stable relationships,
and this process takes time because kids are slow to warm up to strangers. In order for children to
develop similar relationships with secondary attachments, parents must first do so. Children feel
safe near practitioners in our setting because practitioners interact with parents in front of the kids.
Ver 03.19 Page 13 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
Even though it may take some time for young children under the age of three to feel comfortable
being left with a new adult, play is still a great method to build strong bonds as you interact with
kids. To strengthen our bond with the kids in our environment, we play their favorite tunes and
dance with them. Playing games like "catch me" or "hide and seek" helps build relationships
between teachers and kids. A youngster should always be greeted with a smile upon meeting them
for the first time so that they feel liked and accepted by the new adult. One must always be
sympathetic and understanding of a child's sentiments in order to establish a safe bond.
AC1.3 Evaluate the impact of secure relationships on a child’s emotional well-being.
A secure connection is one in which the child is surrounded by parents or other caregivers and feels
safe, loved, and at ease. This has an effect on a child's well being since stable relationships foster
emotional growth in kids. A youngster is always physically active throughout the day when they
feel comfortable, which also makes them feel good and joyful. In our environment, nursery-
experienced kids play more than newly arrived kids who haven't gotten used to it yet. Children who
consistently receive comfort and encouragement, for instance, are able to handle with stress and
traumatic events and grow emotionally. A child's ability to mingle and create new acquaintances is
also aided by stable relationships. Children in our environment who are consistently joyful and
upbeat typically have a large social circle. Children who have stable connections are more
independent and capable of making decisions, which gives them the courage to try new things. In
order for children to comprehend who has control over them and how to ask for permission, parents
and other caregivers must establish boundaries. This calls for a balance in stable relationships. For
case, when a child first enters our facility, they frequently bring their favorite toy or pacifier with
them for the first week. During this time, we let them be as they adjust, but once they have, we try
to get them to move on to other activities so they can learn what is expected of them in the nursery.
A child, however, lacks social skills if they are raised without stable relationships. A youngster will
not be able to control their emotions when they are worried or upset if they do not have solid, stable
relationships. For instance, when things don't go their way, the majority of new students who enroll
in the nursery at the age of 3 to 4 years old always weep and tantrum to the ground. However, as
they get older and learn to share and take turns, their behavior changes. Lack of care and stable
relationships cause children to have low self-esteem and trust issues because they believe no one is
there to support them and they are constantly left out. A child does not feel like they belong if there
is no stable relationship. For example, if parents constantly yell at kids for making mistakes, the
youngster will feel unworthy and will be afraid to interact with other people.
LO2
In this learning outcome we are bringing out what is required to promote children’s emotional
wellbeing in relation to the current frameworks.
AC2.1 Analyse the role of the Key Person in promoting emotional well-being.
Ver 03.19 Page 14 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
A staff member who is in charge of looking after a group of kids and ensuring their safety and
comfort is referred to as a key person. The EYFS legislative framework mandates that each child be
given a key person. They have a responsibility to ensure that each child's care is customized to
match their unique requirements, to assist the kid acclimate to the environment, to provide a stable
relationship for the child, and to foster relationships with their parents.
A key person's responsibility is to give children emotional support by developing a link and
intimate relationship with them, ensuring that they feel welcome, and motivating them to engage in
regular activities. For instance, in our environment, we provide hugs to children who are upset and
comfort them while simultaneously teaching them how to overcome obstacles so that they always
know we are there for them. A key person facilitates a child's language and communication
development by engaging them in conversation and soliciting their tales about their favorite things.
We use "show and tell" in our classroom to encourage children's speech and teach them how to
respond to inquiries. A key person's additional responsibilities include helping children with
feeding and diaper changes, training them to sit down for meals, and educating them about personal
cleanliness and care by teaching them to wash their hands before and after meals. In our
environment, we encourage kids to practice proper hygiene by advising them to wash their hands
after sneezing or coughing and by helping them wash in the restroom. When a kid can feel
confident with them as they observe the key person engaging with their parents, a key person must
work closely with parents. Parents should receive daily updates from a key person on the child's
activity and intake of food.
In our nursery, we make sure a kid settles in by playing and connecting with him/her and letting
them know we are always available to assist with anything. A vital person's responsibility is to
support the child with settling in. A key person monitors and evaluates a kid's development in a
setting and notifies the parents or other staff members if the youngster needs assistance in any
particular area. For instance, in our environment, practitioners watch over the children, and if a kid
has additional requirements, it is the practitioner's responsibility to inform the parents and offer
suggestions for how the child might get assistance from experts like therapists. In a setting, a crucial
individual designs the games and activities for the kids. For instance, in our environment, we design
activities for kids that will advance their developmental needs. Being a role model for children so
they may learn from what you do is an important part of one's job. In our environment, we engage
in adult-led activities so that kids can see what you do, and we share nutritious snacks with kids to
encourage eating well. However, without a significant person, a youngster lacks a sense of security
and is more likely to experience loneliness. Lack of emotional support from a significant person
causes a youngster to lack confidence since no one was there to motivate them to complete
objectives. As the setting is unfamiliar and there is no one to greet the kid and be there to love and
care for them, settling in can be challenging for a youngster without a key person. Without a trusted
adult, a toddler struggles with language and communication since they are unable to have
meaningful dialogues with others. In conclusion, a key person is crucial in fostering children's
emotional wellness because they offer emotional support, serve as language partners for kids,
Ver 03.19 Page 15 of 16
Centre No: 8466707
Ref: T/505/9811
Promote children’s emotional well-being
Unit 1.4 WB Assignment Sheet
collaborate with parents, and watch kids in action. Lack of confidence, insecurity, and poor
communication skills prevent a kid from growing their emotional wellness if they do not have a
good example person in their life.
LO3
This learning outcome requires one to bring out the way children can be supported as they prepare
for transition and during the transition.
AC 3.1 Identify transitions and significant events that a child may experience.
Children must transition between homes or locations because their parents may move for
work reasons. This transition may not be easy for a child since they must meet and get
acclimated to new people.
For kids, changing environments or occupations is a major shift, and parents occasionally
switch out the people who look after their kids. Children must learn to adapt to their new
environment and fit in with their new practitioners because they are different from their
prior ones.
Children may experience anxiety when a new sibling enters the household because parents'
attention may occasionally seem to be split between the kid and the new addition.
Family dissolution, such as divorce, can result in a significant change in a kid's life since
one parent obtains custody while the other departs, which makes the child unhappy and
presumably makes them miss the other parent, which may have an impact on how well they
do in school.
For instance, some children may be diagnosed with diabetes at a young age and have to take
insulin daily. This can be a significant change in a child's life, and they need all the support
and guidance they can get to help them adapt to this transition. Medical conditions are part
of transition and significant events a child may experience.
Puberty is another transition that a kid may go through as their body begins to mature and
their emotions begin to feel out of control. As a result, children require emotional assistance
throughout this transition, as well as advice on what decisions they should make that will
not effect their future.
The shift from crawling to walking is a crucial event that a kid may go through as they learn
to explore and comprehend the world around them, and walking is part of their physical
development.
Moving from nappies to toilet training is a hard adjustment for children, since they will have
accidents at first, but with correct adult help, a kid will be able to adapt properly.
Ver 03.19 Page 16 of 16