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National Occupational Standards

Job Title Childcare Educator

MQF Level 4

Mandatory Competences

CDC 401 Understanding Child Development Theories (removed ‘Theories’)

CDC 402 Protecting and Promotinge Children’s Rights

CDC 403 Developing and Promotinge Positive Relationships change to – Foster Quality Interactions and Positive Relationships

CDC 404 Plan, Facilitate and Assess Children’s Learning Experiences – changed to - Implementing Child-Centred, Inquiry and Play-Based Learning and Care Programmes

CDC 405 Provide Physical Care that Promotes the Health and Development of Children - change to – Meeting Physical Development and Care Needs to Support Healthy Development

CDC 406 Reflect on and Develop Professional Practice – change to – Reflecting on Practice and Developing Professional Competences

CDC 407 Promotinge Positive Behaviour

CDC 408 Promote Diversity - change to – Encouraging Cultural and Linguistic Diversity

CDC 409 Support Children with Individual Educational Needs and their Families – Supporting Inclusive Early Childhood Education and Care

CDC 410 Foster Parental Involvement – Working in Partnership with Parents1

CDC 411 Develop and MaintaiDeveloping and Maintainingn a Healthy, Safe and Secure Environment

CDC 412 Meet and Maintain Regulatory Requirements in the Childcare Centre - Meeting Regulatory Requirements

1 The word ‘Parent’ in these National Occupational Standards denotes anyone who is the primary carer of the child.

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CDC 401: Understanding Child Developmentt Theories

The Childcare Educator has a sound understanding of child development. The Childcare Educator understands how children learn, grow and develop in the first three years of their life and uses this knowledge to support different developmental needs through the provision of a holistic learning programme.

Performance Criteria

The Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to: respond to the developmental needs of every child; observe and document children’s learning and development to assess their progress and

plan for future needs; implement a holistic learning programme that incorporates all areas of child development; recognise development as a continuing process of interaction between the individual child,

adults and the world around them resulting in evolving capacities.

The Childcare Educator has a sound knowledge of holistic child development theories covering the main areas of child development including the physical, cognitive, social, emotional and speech and language development. The Childcare Educator understands how children grow and develop in the first three years of their life.

Performance CriteriaThe Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to understand children’s holistic developmental milestones including: physical development changes in children including fine and gross motor skills; cognitive development in children including the ability to reason, problem-solve and

organise ideas;

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social development in children including how they learn to interact and relate to adults and other children effectively and how to deal with conflict;

emotional development in children including how children develop a sense of self, how they learn to recognise their emotions and express their feelings and the importance of forming emotional attachments with significant others;

speech and language developmental milestones in children;the importance of having the necessary observation skills to determine and respond to the children’s needs in the different stages of their development.

Required Knowledge

The Childcare Educator at MQF Level 4 should must be able to know, demonstrate and explain:

The Childcare Educator at MQF Level 4 should be able to:

outline theoretical knowledge related to child development; explain how different theories of child development influence aspects of practice (e.g.

observation, assessment, planning, the learning environment etc.); identify the different areas of child development; explain how to support the different areas of child development in practice; outline theoretical knowledge related to stages and sequences of development from birth to

three; recognise that development occurs in the same order but children develop at different rates; explain the significant role of play in child development; explain how to support developmental differences in children.

the major child development theories that outline the developmental stages of children and identify the typical ages at which these milestones occur;

the importance of adopting a pedagogy of holistic care where attention is given to all the cues that each individual child give about what they are interested in, how they are feeling and what would meet their needs.

Required Skills

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give attention, respond and interact with the child to help secure children’s development; provide the necessary support, encouragement, structure and intervention to help each child

develop and progress as smoothly and succesfully as possible; observe children’s development to assess their progress and inform planning; document observations that include information about each child’s holistic development; respond sensitively to children’s individual cues to support their holistic development; construct a learning programme underpinned by nurturing care, quality interactions, and

learning experiences that further promotes each child’s overall development; offer stimulating early learning environments that respond to the different developmental

needs; reflect on practice and the learning environment through a child development lens; identify the specific developmental needs of children, including the need for early

intervention; communicate and share the child’s developmental progress with family members, other

professionals and staff members, as required; liaise with the Centre Manager and other professionals where children’s developmental

progress is a cause for concern. observe and interpret children’s physical stage of development and identify strategies to

further promote their physical development; observe and interpret cognitive development in children and identify strategies to

further promote their cognitive development; observe and interpret children’s social development and identify strategies to further

promote their social development; observe and interpret children’s emotional development and identify strategies to

further promote their emotional development; observe and interpret children’s speech and language development and identify

strategies to further promote their speech and language development; be alert and respond sensitively to children’s individual cues to give the necessary care

and support;be continually mindful of children’s individual needs, interests and feelings and plan for their next stage of development.

CDC 402: Protecting and Promotinge Children’s Rights

The Childcare Educator knows and understands that even the youngest children have rights and knows and understands that thefull entitlement to the rights enshrined in the United Nations Convention of the Rights of the Child. children’s holistic well-being is of paramount importance. Children are cared for in a way that meets their needs, are kept safe and protected from harm or danger. The Childcare Educator safeguards and promotes children’s rights in s, promotes inclusive practicees in daily activities and knows how to

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proceed in cases of potential harm or suspected abuse.


The Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to: respect children as persons in their own right; ensure that the concept of the child as rights-holder is anchored during the child’s stay

at the centre; recognise young children as social actors, with particular interests, capacities and

vulnerabilities; adhere to understand national and international legislation, standards, frameworks,

regulations and the centre’s policies and procedures regarding children’s rights and protection.;

meet the requirements and adhere to codes of conduct posed by the aforesaid legislation, regulations, policies and procedures;

ensure children are safely cared for and protected from harm or danger; ensure children are treated with dignity and respect and as individuals in their own

right; ensure children are treated equally and not discriminated against; promote equity of access and remove any barriers to participation; support all children and contribute to their full inclusion; ensure children are protected from abuse of any kind within the centre; identify any threats to children’s rights and protection and report these through the

appropriate channels; report through the appropriate channels any suspected abuse;protect data on children and only share information with other professionals on a ‘need-to-know’ basis.

Required Knowledge

The Childcare Educator at MQF Level 4 must know, demonstrate and explainshould be able to:

outline the principles underpinning the United Nations Convention of the Rights of the Child;

outline national and international legislation, standards, frameworks and regulations regarding children’s rights, safeguarding and protection;

outline the centre’s policies and procedures on Equal opportunities, Child protection, Data protection and Whistleblowing;

outline the centre’s policies and procedures concerning suspected or actual abuse, privacy and confidentiality;

identify their role in promoting supporting children’s rights, wellbeing and active

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participation and wellbeingin practice; recognise signs, situations and behaviour that may cause or lead to harm and abuse in

a childcare centre. that children have a right to a high quality service provision that meets their individual

needs; how to work in ways that promote and maintain children’s dignity, beliefs, interests and preferences;how to implement inclusion and anti-discriminatory practices; various forms of discrimination and inequalities that can take place in a childcare centre and the negative effects of this on children and their families; possible barriers to participation and how these can be removed; how to recognise signs, situations and behaviour that may cause or lead to harm and abuse; the policies and procedures of the centre concerning suspected or actual abuse; the importance of privacy and confidentiality.

Required Skills


welcome all children and help them develop a positive self-image;implement a rights-based approach to early childhood development that build children’s confidence, communication skills and enthusiasm for learning;

act in the best interest of each child as a primary consideration; provide every child with the opportunity to [reach] her or his full potential; work in ways that support the participation of all children; actively listens and take the children’s interests, cues, ideas, concerns and views into

account; plan and implement practices that promote child participation and meet children’s

individual needs, interests and abilities; create a learning programme that promotes time and space for rest and leisure, play,

exploration and learning and to participate freely in cultural life and the arts; construct culturally relevant programmes through the active involvement of parents,

centres, schools and the community at large;

plan and implement inclusive practices and ensure that barriers to participation are identified and removed; seek and respect the views and preferences of children and their families; plan and implement practices that meet children’s individual needs, interests and

abilities; promote equity and diversity in ty through the centre’s policies, procedures and

practice;s; recognise signs of suspected or actual abuse;

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follow apply policies and procedures for protecting and safeguarding children, confidentiality and privacy for children;

record promptly and accurately any concerns on children, according to the centre’s policies and procedures;

ensure confidentiality and privacy for children. report through the appropriate channels any suspected abuse;

protects data on children and only share information with other professionals on a ‘need-to-know’ basis;

identify and report any possible barriers to participation and any threats to children’s rights and protection;

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CDC 403 : Develop and FosteringPromote Quality Interactions and Positive Relationships

The Childcare Educator fosters reciprocal, responsive and secure relationships with children. The Childcare Educator engages in enjoyable and stimulating interactions to support children’s well-being, learning and devlopment. The Childcare Educator develops positive relationships with children, parents, Centre Manager, the Legally Responsible Person, colleagues, external professionals/agencies and other stakeholders.

knows how to develop meaningful positive relationships and communicate with children, parents, the Legally Responsible Person, Centre Manager, colleagues, external professionals/agencies and other stakeholders. The Childcare Educator helps children to develop relationships with other children and adults.


The Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to:

build and maintainensure that reciprocal, responsive positive and secure relationships with children are developed and maintained;

listen to children, value what they say, and stimulate verbal communication at all times;

support children in developing relationships with other children and adults;

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meet the attachment needs of young children; develop and nurture positive relationships with parents, the Legally Responsible Person,

the Centre Manager, colleagues, external professionals/agencies and other stakeholders; communicate and collaborate effectively with parents, the Legally Responsible Person, the

Centre Manager, colleagues, external professionals/agencies and other stakeholders; work well within a team; deal promptly and effectively with conflict with and among children, parents, the legally

responsible person, centre manager, colleagues, external professionals/ agencies and other stakeholders

respond with equal respect to different languages and cultures of all stakeholders; the children, children’s parents, the legally responsible person, the centre manager, colleagues, external professionals/ agencies and other stakeholders

Required Knowledge

The Childcare Educator at MQF Level 4 must know, demonstrate and explain:

outline theoretical knowledge related to attachment and ethic of care; explain how to transform theory and policy about love and attachment into their

everyday practice; outlineresearch-based strategies and approaches linked to high-quality interactions

in Early Childhood Education and Care; what is meant by ‘appropriate’ and ‘inappropriate’ behaviour when relating to and

interacting with children; effective communication skills needed with children;

the strategies that can be adopted to help children feel welcome in the centre; identify the purpose and value of their role asattachment theories and the attachment style each child has formed with parent/s and legal guardian/s;

the importance of bonding with a a designated Cchildcare Eeducator;

outline effective strategies on how to be the importance of listening to children, building trust and forming a rapport with children to show them they are valued;

the importance of being sensitive and communicate effectively with nsitive to children with special rightsn’s to cobuild trust and meaningful relationships in an inclusive environment;

communication difficulties and how to adapt the way one communicates to meet the needs of children of different ages and developmental stages;outline effective strategies on how to deal with challenging behaviour and conflict in Early Childhood Education and Care;

identify his/her role when working in a team and collaborating with the parents, Centre Manager, colleagues, external professionals/agencies and other stakeholders who visit the centre;

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ways in which children may use play to communicate;when children are distressed and/or upset and act accordingly; how to balance the needs of individual children with those of the group as a whole; the meaning of anti-discriminatory practice and how to be inclusive when forming relationships with children; how to help children understand the value and importance of positive relationships with other children and adults; the importance of encouraging children to be sensitive to the feelings of other children and adults; how to help and support children to deal with conflict according to their age and abilities;

the roles and responsibilities of self, Centre Manager and colleagues working at the centre;

how to work in a team and collaborate with Centre Manager and colleagues; how to socially interact and build positive working relationships with parents, the Legally Responsible Persons, the Centre Manager, colleagues, external professionals/agencies and other stakeholders who visit the centre;

outline effective strategies on how to maintain the importance of clear and open communication with parents, the Legally Responsible Person, the Centre Manager, colleagues, external professionals/agencies and other stakeholders and how this can be achieved;

recognise the different how to deal with conflict and resolve difficulties with parents, the Legally Responsible Person, the Centre Manager, colleagues, external professionals/agencies and other adult stakeholders.

that background cultures and languages differs among children, parents, the legally responsible person, centre manager, colleagues, external professionals/ agencies and other stakeholders

Required Skills


nurture reciprocal, responsive and secure relationships with children; be sensitive, predictable and warm with all children; be in tune with the child in need of caring; demonstrate openness to children, engage in active listening and respond to their

cues; practice responsive caregiving by observing and responding to children’s movements,

sounds, gestures and verbal requests; engage in sustained shared thinking; appropriately enact loving and caring relations when working professionally with

young children; engage in respectful communication (e.g. positive language, tone of voice etc.); promote interactions amongst the children to nurture strong relationships.

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address children’s difficult behaviour in an assertive, caring and sensitive manner, and which respects the dignity of the child;

encourage children to be sensitive to the feelings of other children and adults; communicate with children in a way that is appropriate to their age, needs and

abilities; demonstrate openness to children, engage in active listening and respond to their

cues; respond to children in a way that shows that what they say and feel is valued; engage in respectful communication (e.g. positive language, tone of voice, position

self at children’s eyelevel, engage body language); understand children by asking questions, clarifying and confirming what they mean; negotiate with children about their needs and preferences and involve them in

decision-making as appropriate to their stage of development; recognise when children have communication difficulties and adapt the way one

communicates with them accordingly; give attention to individual children, keeping in mind the needs of the group; encourage and support children to play together; encourage and support children to listen to one another; encourage and support children to sort out conflict for themselves, according to

their age, needs and abilities; communicate with other adults politely and courteously; recognise when there are communication difficulties with adults and adapt

accordingly; liaise with parents to understand children’s needs and interests; listen and empathise with parents’/legal guardians’ concerns; respond to other adults’ requests for information accurately within agreed

boundaries of confidentiality; work in a team; resolve interpersonal conflicts and differences in a respectful manner. demonstrate respect towards Recognise the different ways of communication that

may be associated with the different cultures and languages of all stakeholders.children, parents, the legally responsible person, centre manager, colleagues, external professionals/ agencies and other stakeholders

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CDC 404: Implementing Child-Centred Pedagogy and CurriculumPlan, Facilitate and Assess Children’s Learning Experiences

The Childcare Educator recognises play as the central medium through which young children learn and a generator for the planning and delivery of quality learning and care programmes. The Childcare Educator employs the processes of observation, assessment and planning to implement pedagogical and curriculum approaches that are based on child-centred, inquiry and play-based learning. The Childcare Educator uses the five broad learning outcomes of the Early Years Cycle as an overall guide to pedagogy and assessment (MEDE, 20122; DQSE, 20153).


2 Ministry for Education and Employment [MEDE] (2012). A national curriculum framework for all [NCF]. Gzira, Malta: Salesian

Press.

3 Directorate for Quality and Standards in Education [DQSE]. (2015). Educators’ Guide for Pedagogy and Assessment using a

learning outcomes approach. Malta, Ministry for Education and Employment. Retrieved from

http://www.schoolslearningoutcomes.edu.mt/files/documents/Early_Years.146700384962.pdf

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build strong images of the young child; recognise children of all ages and families as key contributors in a democratic pedagogical

approach to learning; implement pedagogical and curriculum approaches that are based on child-centred, inquiry

and play-based learning; provide a curriculum that is informed by the children’s growing interests and inquiries and

guided by his/her pedagogical approach; use observation, assessment and planning pedagogical processes; use the five broad Learning Outcomes of the Early Years Cycle as an overall guide to

pedagogy and assessment (MEDE, 2012; DQSE 2015); create a positive, calm, rich and stimulating learning environment; engage with parents and the community to enrich the learning experiences offered in the

centre;

engage in collaborative inquiry and critical reflection to question theory and practice, discuss ideas and share learning

The Childcare Educator plans, develops and facilitates child-centered learning experiences that support and promote each child’s holisitic development including physical, language, emotional, cognitive, social and creative development as determined by the age group and stages of development of children. Through the use of a variety of observation methods and techniques, the Childcare Educator evaluates, assesses and responds to children's participation and engagement during the different learning experiences.



provide a positive learning environment for children, with play being the central medium through which all learning experiences are facilitated; observe, plan, develop and facilitate learning experiences that help to develop children’s holistic physical, language, emotional, cognitive, social and creative development;observe, plan, develop and facilitate learning experiences that are designed to respond to the children’s individual interests, strengths and abilities; change, modify or extend learning experiences to scaffold learning or to meet more effectively the needs of individual children;use a variety of authentic assessment practices to capture and respond to children’s learning needs.

Required Knowledge

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The Childcare Educator at MQF Level 4 must be able toknow, demonstrate and explain:

outline theoretical knowledge about current learning theories and pedagogical and curriculum approaches that are based on child-centred, inquiry and play-based learning;

outline the principles and essential components underpinning the National Standards for Early Childhood and Care Services (0-3years)4 in relation to the quality of learning and care;

identify and outline the content of national legislations, frameworks, policy, standards in relation to pedagogical and curriculum approaches for the birth to three phase;

define the key terms ‘pedagogy’ and ‘curriculum’; explain the relationship between pedagogy and curriculum; explain how social, cultural and historical experiences may influence his/her image of the

child; identify the purpose and value of observation, assessment and planning pedagogical

processes to be able to implement child-centred, inquiry and play-based learning and care programmes;

describe the five broad learning outcomes for the Early Years Cycle (MEDE, 2012; DQSE, 2015);

explain how observation, assessment and planning pedagogical processes are guided by the Early Years Learning Outcomes Framework (MEDE, 2012; DQSE, 2015);

explain the purpose and value of actively involving and engaging parents in the learning experiences offered and their contribution to assessment practices;

recognise that children are best understood in the context of their families, cultures and communities;

identify his/her role as a facilitator, guide, researcher and learner; identify his/her role in providing a responsive environment that enable children to access a

range of rich and stimulating learning experiences; explain the purpose and value of engaging in collaborative inquiry and critical reflection.

child development and learning theories which are consistent with current research, theory and practices in quality Early Childhood Education and Care;

the importance of recognising and advocating all children's right to play;

the importance of knowing and respecting each child as an individual;

the National Standards for Early Childhood and Care Services (0-3years);i

the five broad learning outcomes of the national Learning Outcomes Framework, Early Years (2015)ii, emanating from the National Curriculum Framework (2012)iii, which guide

4 National Standards for Early Childhood Education and Care Services (0-3 years) … (insert full reference when published)

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the Childcare Educators’ pedagogy;

different child-centred approaches and how these affect the planning, implementation and assessment of the children’s learning experiences;

different types of play which support children’s learning and development

how to support active participation of the children in their play and learning;

how effective use of the physical environment and resources can help children access a range of rich pedagogical experiences;

different methods of observing children and how to use this information to identify their play interests and needs;

different methods of observing children and how to use this information to change, modify or extend the learning experiences to scaffold learning or to meet more effectively the needs of individual children;

the validity and range of authentic assessment practices to capture and respond to children’s learning needs;

the use of assessment for learning

how to communicate effectively with parents regarding their child’s progress and development.

Required Skills


seek to know the individual child; allow children to be active participants in the learning process; implement observation, assessment and planning pedagogical processes guided by the five

broad outcomes of the Early Years Learning Outcomes Framework (MEDE, 2012; DQSE, 2015);

allow time for unstructured child-led play, for complex ideas to unfold; play with, and alongside infants and toddlers, observing and encouraging learning and

development; allow time to be observe children’s play with intent to build the curriculum on children’s

growing interests, cues, facial and body language, silence, movement, ideas, questions and theories;

use different methods of observation to get to know each child as well as capture significant moments of his/her learning and development;

engage in dialogue with the learning community to gain new observations, ideas and

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Charmaine Bonello, 05/07/20,

Currently there is a working group working on the National ECEC policy 0-7 years – the title of this policy document is to be added here if this is going to be publish soon.

questions that will generate the curriculum; use pedagogical documentation to make learning visible; reflect on the evidence collected from observations and discuss these with other staff

members; use the knowledge gained about each child through observation and assessment to plan,

modify or extend learning experiences and rethink the learning environment; design flexible planning that responds to the children’s expanding ideas and interests; provide a daily balance of individual, group, child-led and adult-led learning experiences; support each child to select and display creatively any of their preferred work or

documentation in ways that support their self-esteem and encourage feedback; create stimulating and responsive learning environments that promote creative expression

and flexibility; add materials to the environment with thought and intention; use indoor and outdoor spaces effectively to stimulate, consolidate and extend children’s

play and learning; provide regular feedback to parents and encourage them to provide feedback on the

progress of their child’s learning and development; involve and engage parents, their cultures and the community in the learning experiences

offered; communicate the value of child-centred, inquiry and play-based learning to parents; coordinate with the Centre Manager to ensure that the centre has adequate and

appropriate resources available so that children can access a range of rich pedagogical experiences;

engage in ongoing collaborative inquiry and critical reflection to continue to develop one’s own knowledge, skills and competences in implementing child-centred, inquiry and play-based learning and care programmes.

observe, plan, develop and facilitate a child-centred pedagogy that allows children to be active participants in the learning process;observe, plan, develop and facilitate enjoyable, challenging, and incremental learning experiences, that recognise all children’s individual needs;observe, plan, develop and facilitate learning experiences that value diversity, are inclusive and show anti-discriminatory practice;change, modify or extend the learning experiences offered to scaffold learning or to meet more effectively the needs of individual children and determine how learning experiences might be made more stimulating and attractive;use children’s everyday physical care routines (e.g. feeding, diapering, toileting) as learning opportunities;use every opportunity during play and care routines to encourage, support and model language and communication;support children to ask questions and encourage them to develop an attitude of open inquiry;use body language, eye contact, tone of voice and methods of listening that actively encourage

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the child to communicate;support opportunities for children to participate in unstructured imaginative play;coordinate with the centre manager to ensure that the centre has adequate and appropriate resources available so that children can access a range of rich pedagogical experiences;make good use of indoor and outdoor resources and ensure that they are accessible for alluse indoor and outdoor resources effectively to stimulate, consolidate and extend children’s learning;encourage and support children to spend time outdoors with the opportunity to explore, learn and discover, and to participate in physical play;support each child to select and display creatively any of their preferred work in ways that support their self-esteem;observe, evaluate and assess children's participation, engagement and the resulting learning outcomes during the different learning experiences;record children’s progress and development using authentic assessment practices, according to the policies and practices of the centre;provide regular feedback to families on the progress and holistic development of their child.]

use assessment for promoting all children’s learning and development

CDC 405: Meeting Physical Development and Care Needs to Support Healthy Development Provide Physical Care that Promotes the Health and Development of Children

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The Childcare Educator r observes, understands and responds to children’s physical development and care needs preferences and need when providing direct physical careto support their healthy development. The Childcare Educator uses physical care routines to support the learning and development of children entrusted in his/her care. The Childcare Educator consults with parents about the children’s physical care routines to ensure continuity of care;

A safe, secure and familiar environment is offered when providing for children’s physical and nutritional needs which is beneficial for their social, emotional, cognitive and linguistic development.

Performance CriteriaThe Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to:

show responsibility for the physical care routines of the children entrusted in his/her care; ensure that the physical development and care needs of all children are being met to

support their healthy development;

uses physical care routines as opportunities for learning and development;

observe, understand and respond to children’s physical needs;ensure health and safety in the provision of physical care;

promote and model safe and healthy eating practices and accommodate for special nutritional requirements;

offer an emotionally secure and familiar environment when providing for children’s physical needs;

promote and follow safe diapering and toileting practices and procedures; promote and follow safe and appropriate rest/sleeping practices and procedures;

recognise and respond to children who are unwell and support children with ongoing health conditions;

work in partnership with parents to ensure liaise regularly with parents to ensure consistency in meeting the children’s physical needs.continuity of care between a child’s home and the childcare centre.

Required Knowledge

The Childcare Educator at MQF Level 4 must be able to know:

outline theoretical knowledge related to children’s physical development, physical care and health needs;

ouline theoretical knowledge related to responsive care giving;

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outline the quality indicators in the National Standards for Early Childhood and Care Services (0-3years) related to children’s physical developmental and care needs;

identify his/her role as the designated childcare educator when responding to the physical development and care needs of individual children;

explain his/her role in physical care routines and physical play learning opportunities;

describe approaches that support physical development and care needs; outline principles of risk asessment; child development theories related to children’s physical developmental needs; name the basic physical needs of babies and young children; explain the importance of promoting children’s learning and development during

physical care routines; explain how to plan for physical care routines; explain how to record information about children’s physical care needs; explain how to plan environments that support babies’ and childrens’ physical

development;

explain how different types of indoor and outdoor play experiences are used to support and promote the physical development of children at different ages and stages.

outline principles and benefits of providing opportunities for risk challenge in indoor and outdoor environments;

outline the risks involved related to health and safety procedures in the provision of physical care (e.g. lifting a baby, infection control etc.);

the National Standards for Early Childhood and Care Services (0-3years); the importance of knowing and respecting each child as an individual; features of responsive care giving and how these can be implemented in everyday

practice; the importance of the role of the designated childcare educator when responding to

the physical individual needs of the group of children entrusted in her/his care; learning opportunities that are available for children within physical care routines; identify organisational issues tothat ensure the health and safety of children when

caring for their physical and care needs (including,i.e. room arrangement, child-to-Childcare Educator ratio, supervision and , assessment of hazards and risk);

explain how to create a comfortable and relaxed atmosphere when providing for the physical care of children;

explain how to recognise signs of illness in babies and children and the procedures that should be followed in childcare centres;;

explain the importance of working in partnership with parents to ensure consistency in meeting every child’s physical and care needs;

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explain the importance of acting professionally in ethically challenging situations related to the physical development and care needs of each child; the ethical implications associated with the physical handling of children;national guidelines and current best practice on: safe and healthy eating practices and procedures; safe diapering, toileting and bathing practices and procedures;safe and appropriate rest/sleeping practices and procedures;safe and healthy eating practices and procedures: nutritional requirements of various age groups;nutritional value of various types of food;standards of hygiene when preparing and storing food and drink;food-preparation techniques; bottle-feeding procedures;the weaning process according to age and developmental stage;specific requirements and feeding routines of individual children;special dietary requirements related to food restrictions/allergies;special dietary requirements related to cultural and religious diversity;the importance of developing and sharing an individual action plan which addresses the necessary precautions and emergency procedures in relation to food restrictions/allergies; ways to encourage healthy eating practices in children;safe diapering, toileting and bathing practices and procedures: ways to handle and clean children during nappy-changing; ways to handle and bathe children when necessary; procedures and practices during nappy changing/toileting that protect children and the Childcare Educator; potty/toilet training practices and procedures and how to recognise when children are ready to start toilet training; sanitary procedures to ensure the prevention and control of the spread of infection e.g. safe disposal of soiled nappies in line with the centre’s requirements;safe and appropriate rest/sleeping practices and procedures:appropriate and effective rest/sleep routines according to children’s individual needs and preferences;appropriate and safe rest/sleep equipment;ways to respond to difficulties pertaining to rest/night time e.g. bed-wetting, nightmares;procedures and practices during rest/night time that protect children and the Childcare Educators;care for hair, skin and teeth before sleep time according to children’s individual needs and preferences;risk factors related to Sudden Infant Death Syndrome (SIDS);

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the emergency procedures to be carried out should a child be found unresponsive during rest/sleep time;the importance of an effective transition process when using night Early Childhood Education and Care service provision.the importance of liaising regularly with parents to ensure consistency in meeting the children’s physical needs.explain the importance of following the centre’s policies and procedures including provision of medicines and support for children who are unwell or with ongoing health conditions.

Required SkillsThe Childcare Educator at MQF Level 4 should be able to:

observe, recognise and respond to children’s physical development and care needs; plan and support routines and learning opportuntiies to meet every child’s physical

development and care needs; provide child-centred and individual physical care routines; allow sufficient time for physical care routines to be carried out at a comfortable

pace suited to the needs of the individual children;

support children’s learning and development during physical care routines; talk to babies and children during physical care routines, using a warm and

sensitive voice; talk to babies and children to help them understand the process of care routines;

encourage children to carry out independently self-care routines in a manner suitable for their ability and level of development;

engage in sustained conversations with the children during physical care routines support language and development during physical care routines; promote social development during physical care routines; help child to build an attachment; make physical care routines fun; provide resources and indoor and outdoor play opportunities that support the

development of babies’ and children’s fine and gross motor movements; identify risks in order to make a decision of what is appropriate in the environment

to support children’s physical development needs; check that the indoor and outdoor environment is free from hazards;

practice health and safety procedures in the provision of physical care (e.g. lifting a baby, infection control etc.)

identify key signs of illness;

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respond to children who are unwell by following the centre’s policies and procedures;

uses the centre’s health and safety policy and procedures in relation to physcial care routines including the administration of medicines;

meet the needs of children who are unwell or who have a long-term health condition.

be responsible for the toileting, nappy chaning, feeding and rest/sleep routines of the children to maintain children’s dignity and strengthen attachment bonds;

maintain sanitary conditions during eating, diapering, toileting and bathing procedures;

use systems of disposal of waste that meet regulatory requirements and best practice to prevent cross contamination;

show respect for children’s appetite, rhythm and tastes; prepare and store food and drink according to the individual needs of the children; act as a role model of healty food choices, use of utensils and positive interactions

by sitting with children during mealtimes; encourage children to be independent during mealtimes; serve food in safe conditions (e.g., milk and food temperature) and apply health and

food handling principles and procedures; facilitate the transition between breastfeeding/bottle and solid foods; provide parents with information about nutritious and safe food choices; promote and model safe and healthy eating practices and accommodate for special

nutritional requirements; support toileting routines and progression out of nappies when children are

physically and emotionally ready; support routines and create an environment for naps and/or sleep for babies and

children to feel emotionally secure and safe; follow emergency procedures should a child be found unresponsive during

rest/sleep time; access information and records that identify the physical and nutritional needs of

the children; work closely with colleagues and parents to plan for physical care routines;

record and exchange information with parents about how children’s care needs have been met during the day.

share any records providing information about children’s particular requirements with other colleagues assisting in the children’s education and care;

respect parents’ cultural and religious practices in relation to physcial care routines; support parents to make informed choices and decisions about the care and well-

being of their children; resolve any issues arising when parents’ preferences are not in line with current

best practice; analyse and evaluate his/her overall performance in relation to the provision of care

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routines and physical play opportunties and how s/he met the needs of each child.

offer a safe and secure environment when providing for children’s physical needs: check that the environment is free from hazards and follow best safety practices according to children’s age, needs and abilities;ensure that children are not left unsupervised at any time;ensure that high standards of hygiene are maintained when storing and preparing food and drink, in line with national guidelines and centre requirements;ensure that high standards of hygiene are maintained during diapering and toileting procedures;use systems of disposal of waste that meet regulatory requirements and best practice to prevent cross contamination.offer an emotionally secure and familiar environment when providing for children’s physical needs:create a comfortable and relaxed atmosphere whilst providing for the physical care of the children;allow sufficient time for physical care routines to be carried out at a comfortable pace suited to the needs of the individual children;use affectionate and respectful touch, speech and gesture with children when carrying out personal care routines;identify learning and development opportunities within daily routines ensuring that children benefit from such opportunities;comfort children when they are distressed, according to their needs;encourage children to carry out independently self-care routines in a manner suitable for their ability and level of development;provide for the children’s dietary and nutritional needs:ensure that the centre’s policies and procedures on nutrition are in line with national guidelines and current best practice on safe and healthy eating practices and procedures;create a positive social and emotional atmosphere at snack times that is conducive to healthy eating;use snack times as opportunities for learning about healthy eating; adhere to the baby’s biological clock (i.e. feeding according to baby’s hunger);show respect for children’s appetite, rhythm and tastes;preserve nutritional integrity of foods (e.g., proper preparing, heating and storage procedures); prepare and store food and drink according to the individual needs of the children;encourage children's independence in feeding/eating routines; serve food in safe conditions (e.g., milk and food temperature) and apply health and food handling principles and procedures;facilitate the transition between breastfeeding/bottle and solid foods;encourage the bond with the baby through feeding and holding;adhere to special dietary requirements related to food restrictions/allergies;adhere to special dietary requirements related to cultural and religious diversity;liaise with parents regarding the children’s feeding routines, food introduction, any specific requirements and the weaning process;provide parents with information about nutritious and safe food choices;keep parents informed about children’s food intake;implement and supervise developmentally-appropriate diapering, toileting and bathing procedures:

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ensure sanitary conditions are always maintained;handle, wash, dress and change nappies in ways that meet the children’s physical, health and well-being needs;use proper diaper-handling and disposal procedures;use safe lifting procedures;promote self-help skills according to children’s ability and level of development;liaise with parents to ensure consistency;keep parents informed about their child’s daily routine;encourage children in their potty/toilet training;implement safe and appropriate rest/sleeping practices, arrangements and procedures:implement appropriate and effective rest/sleep routines according to best safety practices;use rest/sleep equipment safely and appropriately;respond effectively to children who are finding it difficult to rest/sleep or who have particular difficulties during rest/sleep time;care for hair, skin and teeth before sleep time according to children’s individual needs and preferences;implement effective transition process for children within the centre;implement emergency procedures should a child be found unresponsive during rest/sleep time;liaise with parents to ensure consistency in meeting the children’s physical needs:access information and records that identify the physical and nutritional needs of the children;identify any specific issues that need to be taken account when attending to the physical and nutritional needs of the children;ensure that any particular requirements are documented and shared with those involved in the children’s care;advise parents of sources of advice and information to assist them to make informed choices and decisions about the care and well-being of their children;resolve any issues arising when parents’ preferences are not in line with current best practice.

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CDC 406: Reflecting on Practice , Review and Developing Professional Competences Practice

The Childcare Educator regularly reflectsregularly reflects on one’s current practices and behaviours to identify strengths and consider plans for change that will bring about improvements in teaching and learning and shares and exchanges ideas with colleagues. The Childcare Educator seeks and actively participates in ongoing professional development opportunities to continuallensure that his/her dispositions, knowledge and skills are y enhance the quality of one’s skills, knowledge and experiencealigned with the professions’ ever-changing knowledge base.



identify the purpose and value of viewing oneself as an active lifelong learner; reflect and evaluate on one’s ongoing practice;develop and sustain a reflective practice mindset

to improve behaviour and practice; develop agency and autonomy through ongoing reflective practice;

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share knowledge, skills, good practice and ideas with others to provoke and extend reflection; use constructive communication with colleagues; consider ay feedback about one’s practice and improve accordingly; develop professional

accountability by creating an individual professional-development plan; participate actively inaccess ongoing professional development opportunities to develop his/her

professional competencesaddress one’s professional needs; share knowledge, skills and good practice with colleagues; apply acquired knowledge, understanding and skills through ongoing professional devlopment in

one’s practice.

Required Knowledge


outline theoretical knowledge related to reflective practice; recognise reflection as a feature of professionalism in the early years; explain the importance of reflective practice on personal effectiveness and professional

development; define the key terms ‘reflective practice’ and ‘metacognition’; identify and explain practical approaches and different strategies of how to be a reflective

Childcare Educator in action; recognise and explain how reflective practice can be an individual and a group experience; the importance of self-reflection and evaluation on personal effectiveness; explain the importance of how self-reflection and evaluation reflective practice can increase

professional knowledge and understanding and improve skills; outline effective skills of communication; explain how to offer and receive constructive feedback; explain the process of how personal life experiences, beliefs and values might affect one’s

practice and the challenges that may occur; different techniques of reflective analysis; how to use reflection to challenge existing practice; how to develop an aindividual personal professional-development plan to establish

professional accountability, and identify personal and professional development needs, and opportunities that meet these needs; with objectives that are SMART (specific, measurable, achievable, realistic and with timescales) to address personal areas for development in one’s skills and knowledge;

identify the availability and range of local and international training and professional development opportunities and how to access themse;

describe how s/he can contribute to centre-based professional development intiatives;how to integrate new knowledge, understanding and skills in order to provide a quality service.


demonstrate confidence of the value of thoughtfulness;

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reflect on how personal life experiences and beliefs might affect one’s work; engage in practice that reflects on one’s behaviour and practices within the childcare

centre; think and critically analyse current practice to identify strengths and areas for development

and inform future action to improve practice; engage in an ongoing metacognition cycle of reflecting, assessing tasks, evaluating

strengths and weaknesses, planning the approach and applying strategies; ask questions and take on board not only the ‘what’ of practice but also enough of the

‘why’ or ‘why not’ and ‘how do I do this right?’; model reflective thinking by thinking out loud with children (e.g. what will happen if...?) consult with children and parents; demonstrate an ability to think about one’s own practice and that of his/her team; critically reflect individually, in pairs or within a group context share reflections with other staff members and use their feedback to improve one’s

practice; share knowledge, skills and good practice with colleagues; participate in peer observation; establish habits of discussions on reflections with colleagues; express constructive comments; take into account any constructive feedback about one’s practice to inform future action; develop and negotiate an individual professional-development plan with the centre manager

to address areas for development and enhance one’s knowledge, skills and understanding; participate in and contribute to the planning of center-based professional development initatives;

seek out and access opportunities for ongoing continuing professional development linked

to his/her unique goals in the individual professional-development plan; create his/her own personal learning networks (PLN) around areas related to his/her goals

in the indivdual professional-development plan; share learning outcomes from professional development opportunities with other staff

members;

reflect on how personal life experiences and beliefs might affect one’s work; self-evaluate processes, practices and outcomes from one’s work; reflect and evaluate one’s practice, identifying strengths and areas for development; share reflections with other staff members and use their feedback to improve one’s practice; identify areas for development in one’s knowledge, understanding and skills; develop and negotiate a personal development plan with the centre manager to address areas for development and enhance one’s knowledge, skills and understanding; seek out and access opportunities for continuing professional development as part of this personal development plan; share learning outcomes from professional development opportunities with other staff members;apply new knowledge, understanding and skills to improve one’s practice.

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CDC 407: Promotinge Positive Behaviour

The Childcare Educator encourages and promotes positive behaviour. The Childcare Educator understands why children may exhibit behaviour that is not desirable particularly if they show lack of care and consideration for others. Children are guided to understand the outcomes of their actions and are supported to learn how to cope more appopriately. ir wrongdoing and to take responsibility for their behaviour. The Childcare Educator ensures the children’s safety at all times.


The Childcare Educator at MQF Level 4 must have the necessary necessary knowledge and skills to:

adhere to theunderstand legislation, standards, frameworks, policies and procedures that related to relate to positive behaviour management;

support each child in developing a sense of belonging, so that they feel valued and welcome; reinforce understand the importance of reinforcing positive behaviour in children and the

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appropriate strategies to do so; deal with understand possible reasons for children’ s challenging behaviour;, how this

behaviour links to other circumstances in their life, and how one should meet the demands caused by this challenging behaviour;

understand appropriate restrictive interventions and when and how to administer them; liaise with parentss and colleagues to establish consistent and complementary strategies when

promoting and managing behaviour both at home and at the centre. Understand the importance for observe each child to ation for understand betterding his/her

children’s behaviour; recognise children’s emotional needs; promote the managment of feelings and behaviour; work in partnership with parents to address recurring inconsiderate behaviour.

Required Knowledge


outline broad theoretical knowledge related to Behaviour Management; outline national, legislation, standards, frameworks, policies and procedures related to

Behaviour Management; explain the purpose and content of the centre’s Behaviour Management Policy; outline effective strategies that encourage and reinforce positive behaviour according to

children’s age and needs; outline positive strategies for handling inconsiderate and challenging behaviour; the legislation and the centre’s policies and procedures that promote positive behaviour; the importance of establishing common behaviour management procedures with centre

manager and colleagues; the strategies that encourage and reinforce positive behaviour according to children’s age

and needs; identify possible reasons for children’s challenging behaviour;, how this behaviour links to

other circumstances in their life, and how one should meet the demands caused by this challenging behaviour;

outline effective strategies on the strategies that can be used to address challenging

behaviour in a firm and respectful manner which are consistent with the centre’s policies; how to establish defined rules and boundaries and give unambiguous directions to children; how to negotiate with children according to their age and stage of development; describe how to the importance of being consistent and fair when dealing with positive and

negative behaviour; the importance of liaiseing with parents to establish consistent and complementary

strategies when promoting and managing behaviour both at home and at the centre.;

Required Skills


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encourage positive, respectful relationships;

invite and engage children to particiapte in active, meaningful and creative learning experiences that reduce the likelihood of boredom, frustration and challenging behaviour;

create an environment that promotes and encourages positive behaviour;

model positive behaviour by treating children, parents, colleagues and all stakeholders with friendliness and courtesy;

support social skills through modelling behaviour, drama and stories. acknowledge children’s emotional needs by articulating them to help children

develop self-awareness; build self-esteem and confidence in children through close and committed

relationships with them; listen and accept expressions of emotion to help children develop emotional

intelligence; contribute to the centre’s Behaviour Management Policy; familiarise new staff and parents with the centre’s Behaviour Management Policy; acknowledge considerate behaviour such as kindness and willingness to share. remain calm and patient, helping children to manage their feelings and talk about

them when children experience tantrums, biting or fighting. inform the parents about the behaviour of the children entrusted in his/her care on a

regular basis; use observation records to understand the cause of recurring inconsiderate

behaviour together with parents and decide jointly how to respond appropriately; share with staff members knowledge and strategies which promote appropriate

models of behaviour and access relevant training; encourage co-operation and problem solving amongst children; intervene in an appropriate and timely manner to support children during

challenging behaviour episodes, maintaining their dignity and rights; adhere to the relevant national legislation, standards, policy and the centre’s

policies and procedures for addressing children’s behaviour; liaise with parents and external professionals on agreed approaches to respond to

challenging behaviour in individual children;follow legislation and the centre’s policies and procedures for addressing children’s behaviour; engage children in active, meaningful and creative learning experiences that reduce the likelihood of boredom, frustration and challenging behaviour;encourage and use other proactive strategies to reinforce positive behaviour in children;listen to children’s points of view and negotiate with them according to their age and needs;set limits and firm boundaries as negotiated with children according to their age and needs;

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encourage co-operation and problem solving amongst children; apply common behaviour management procedures, which are fair and respectful towards children as agreed, with centre manager and colleagues; implement the agreed behaviour management strategies to address challenging behaviour; intervene in an appropriate and timely manner to support children during challenging behaviour episodes, maintaining their dignity and rights;

monitor the effect of behaviour strategies on individual children and adapt and modify the planned approach in consultation with colleagues, families and other professionals as required; support children to understand why their behaviour may be considered unacceptable; liaise with parents and external professionals on agreed approaches to respond to challenging behaviour in individual children.

CDC 408: Encouraging Cultural and Linguistic Embrace Diversity5

The Childcare Educator must be prepared to meet the diverse cultural and linguistic needs of all children. The Childcare Educator celebrates and promotes cultural diversity The Childcare Educator employs a range of strategies to encourage awareness and understanding of culutral and linguistic diversity among the children and families. and provides opportunities for children to learn about other cultures. All children are exposed equally to Maltese and English.The Childcare Educator supports children and families who are bilingual, multilingual or whose preferred language is not Maltese or English. The Childcare Educator exposes children to the official Maltese and English languages as well as encourages the home development language of all children entrusted in his/her care.



welcome all children and their families;acknowledge, respect and respond to every child’s home language and culture;

accept each child’s way of learning a new language as part of his/her ongoing learning and development;

develop a culturally inclusive learning programme;

celebrate and promote linguistic and cultural diversity;

increase allencourage children's awareness, appreciation and inclusion of diverse beliefs, cultures and religions with children and families;

5 The term diversity is referring to but not limited to: origin, race, belief, religion, ability, socio-economic status, culture, sexual orientation, gender and others.

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communicate effectively and fluently and correctlyproficiently both in Maltese and English with children;

expose all children to the offical languages: Maltese and English; foster the acquisition of English and Maltese while also encourage the development

of the children’s home language6;support children and families who are bilingual, multilingual or whose preferred language is not Maltese or English;support the communication of children who cannot communicate in English or Maltese as per language policy in the early years in Malta;

support the participation of parents whose main home language is neither English nor Maltese, to access services that may help them integrate better;

prevent t, avoid and address any possible discrimination on the basis of use of language;

in early years.be sensitive and attentive to information about cultural and religious backgrounds.

Required Knowledge

The Childcare Educator at MQF Level 4 must be able toknow:

outine the principles underpinning the national language policy for the early years: A Language Policy for the Early Years in Malta and Gozo (MEDE 2015)

outline national legislation, frameworks, standards, policy and procedures related to linguistic and cultural diversity in Early Childhood Education and Care;

define linguistic and cultural diversity in early years contexts; outline theory, research and good practice in the areas of language, culture and

diversity within Early Childhood Education and Care contexts; outline theory and practice in the specific areas of language acquisition, second

language learning, multiculturalism and working with diverse families in early years contexts;

recognise that all children linguistically, cognitvely and emotionally connect to the language and culture of their homes;

explain practical ways of how to relate to children and families whose linguistic and cultural background are different from their own;

explain the imprtance of having a non-judgmental attitude and to respect and value the culture, language and religion of all children and their families;

the importance of having a non-judgmental attitude and to respect and value the

6 Refer to A Language Policy for the Early Years in Malta and Gozo (MEDE, 2015).

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culture, language and religion of all children and their families; identifythe resources and strategies needed to encourage and support the inclusion

of children from diverse backgrounds; outline specific issues that may impact on children’s development and learning in a

multilingual/ bilingual setting; explain how to seek a balance between the use of Maltese and English when communicating with children;

how to promote a positive attitude towards both Maltese and English and other languages that may be spoken by children and staff at the centre;

explain strategies thato foster a language-rich environment that supportsand support children’s bilingual and multilingual development in Maltese and English;

explain how to strategies that encourage children to communicate with children whose first language is not Maltese or English and to value linguistic diversity;the national language policy for the Early Years: A Language Policy for the Early Years in Malta and Gozo.

prevent and the ways to prevent, avoid and address any possible linguistic or cultural discrimination.

Required Skills


adhere to national legislation, frameworks, standards, policy and procedures related to linguistic and cultural diversity in Early Childhood Education and Care;

demonstrate a non-judgmental attitude that values diversity and recognises cultural, religious and language differences;

use non-biased language; promote and celebrates linguistic and cultural diversity to help all children coming

from diverse backgrounds settle into the childcare centre; support children to recognise and value cultural and linguistic diversity; provide varied learning opportunities for children to learn about different cultures

and languages; include all children from diverse backgrounds and encourage interaction among

them; make the most of children’s potential by strengthening and building on the skills

they bring with them when they enter the childcare centre; talk with children rather than to them; take time to observe children and engage them in meaningful learning experiences

where they can express their interests and talents in diverse ways; provide a language-rich environment that promotes both Maltese and English

languages as well as support and preserve home language usage;

set up environments that reflect the cultural background and experiences of families

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accessing the service; dialogue with colleagues and parents in an effort to provide learning experiences

that meet the best interest of each child; invite the parents to read stories, translate materials, and provide music or songs in

their language; provide parents with support to maintain and preserve home-language learning; demonstrate a non-judgmental attitude that values diversity and recognises cultural,

religious and language differences; use non-biased language; support children to recognise and value cultural, religious and linguistic diversity; include all children from diverse backgrounds and encourage interaction among

them; show children and families that their cultural identity and right to use their language

of choice is recognised and valued; provide a language-rich environment that promotes the balanced use of Maltese and

English; promote and model the celebrate linguistic and cultural ion of differences with

families and children;and provide opportunities for children to learn about other cultures; liaise with parents on their child’s communication needs and level of support

needed; identify resources and strategies to encourage and support the inclusion of children

from diverse backgrounds; agree with families and colleagues on how to overcome language barriers; provide information to families on how to access services that may help them

integrate better;. pPrevent , avoid and address any possible discrimination; rReflect and evaluate on the impact of one’s background and culture on one’s

approach to children and parents from different cultures;. reflect, question, and effectively respond to the needs of linguistically and culturally

diverse children.

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CDC 409: Supporting Inclusive Early Childhood Education and Care Children with Individual Educational Needs and their Families

The Childcare Educator acknowledges the respects inclusion principles of inclusive care and education in early childhood and is committed to welcome, include and respond to the individual needs of every child and family. The Childcare Educator uses a range of pedagogical approaches and strategies to support the participation of all children. The Childcare Educator engages effectively with parents, colleagues and wider professionals in the ongoing assessment and appropriate provision for children with special rights7.

All children are provided with equal access to the learning opportunities offered. Action is taken to eliminate any barriers that might restrict accessibility to the learning experiences offered.

Performance Criteria The Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to:

adhere to international and national legislation and policy that promotes a rights-based approach to supporting the active participation of all children;

foster inclusive culture, practice and pedagogy in the childcare centre; nurture inclusive social, physical and learning environments; support all children and contribute to their full inclusion regarding every child’s characteristics

as a full member of the group; identify and address the individual educational needs of children that require additional

support; collect, record and update relevant background information about children with individual

educational needs;support the active engagement and inclusion of children with special rights through the curriculum;

recognise the significant role of play in the curriculum for all children; develop, implement and regularly review learning experiences and, strategies aimed to and

resources which address the needs of the allindividual children; encourage and support every children to take part in a full range of learning experiences that

nurture their learning and development; modify the physical environment and identify and provide resources that will allow children

with individual special rights educational needs to access and be fully included in the learning experiences offered;

collect, record and update relevant background information about children with special rights; liaise regularly with parents of children with individual special rights educational needs to

ensure that both the needs of the children and their parents are met; collaborateliaise regularly with external professionals and/or agencies where appropriate, to

optimise support for children with individual special rightseducational needs;. reflect to enhance his/her own practice in inclusive Early Childhood Education and Care.

7 In this document children are viewed as capable and full of potential. The phrase ‘children with special rights’ is used instead of ‘children with special educational needs’ as suggested by Reggio educators.

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Required Knowledge

The Childcare Educator at MQF Level 4 must be able toknow:

outline the legislation, regulations and codes of practice affecting the rights of all children to participation and equality of access;

outline the legislation, regulations and codes of practice affecting the provision for children with individual special rightseducational needs;

oultine the Equal Opportunities Policy of the centre and the practices that are followed to ensure that all children are included;

outline theoretical knowledge related to Inclusive Education in the early yearschild development theories and the cognitive, language, physical, social and emotional changes that take place during the first three years of a child’s life;

outline theories and concepts underpinning collaborative practice and multi-agency team working;

identify his/her roles and responsibilities in relation to collaborative practice with parents and other professionals connected with the inclusion of all children, particularly, with the inclusion of children with special rights;

outline a range of pedagogical approaches and strategies to support the participation of all children, with a particular emphasis being placed on the potential of play in the curriculum for children with special rights;

explain the purpose of working with other professionals and agencies; name inclusionary practices and how these nurture all children’s learning and development; the Equal Opportunities policy of the centre and the practices that are followed to ensure that

all children are included; the national school support services available, including professionals and/or agencies who can

offer information about resources, options and interventions to optimise support for children with individual special rights educational needs and their parents;

outline the remit and responsibilities of other professionals and agencies involved in multi-disciplinary work;

explain how techniques of observation that help in the early identification of children who are experiencing difficulties in their progress and development;

a broad knowledge and understanding of the various individual educational needs and how these might affect children’s access to the learning experiences offered;

identify intervention practices that help to overcome barriers that might restrict accessibility to the learning experiences offered;

identify the availability of assistive technology/specialist aids/equipment for children with individual special rightseducational needs and how these can be used safely and effectively;

how to plan and implement learning experiences that address the needs, interests and abilities of the individual child

how to develop and nurture partnerships with parents, aware that these have in-depth knowledge of their child’s needs, interests and abilities taking into considerations the different religions and background cultures.explain the importance and identify models of reflective practice used in early years contexts to enhance his/her practice in relation to inclusive Early Childhood Education and Care;

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make all children and families feel welcome; enable children and their families to feel that they belong to the group/centre; nurture a stimulating and inclusive environment in which children respect each other’s

differences; focus on the strengths of each child; encourage the participation of all children in the social, physical and learning environment; plan, implement and review learning experiences with the needs of all children in mind; observe and monitor children’s engagement, learning and support needs; build learning experiences on children’s interests and choices; facilitate transitions between learning opportunites for all children; incorporate play and playful learning with all children in his/her care; facilitate peer interaction and play for all children; encourage and support every child to actively engage in a full range of learning experiences

that nurture their learning and development; use a variety of ways to facilitate communication for all children; acknowledge all children’s efforts and achievements; support the inclusion of children with special rights; develop a positive relationship with children with special rights; support children with special rights to develop positive relationships with other children

and adults in the centre; facilitate possibilities for all children to participate in out-of-centre learning experiences; observe and identify any barriers to participation, communication and socialisation in all

learning experiences offered; identify resources needed to ensure that all children can access the learning experiences

offered; support children to use any assistive technology/specialist aids/equipment, as required; access external support whenever needed; promptly refer to the centre manager concerns about any child, according to the policy and

procedures of the centre; liaise with the centre manager to seek information from parents and external professionals

and/or agencies in order to assess and respond to the children’s individual needs; engage effectively with parents, colleagues and wider professionals in the ongoing

assessment and appropriate provision for children with special rights; contribute to multi-agency team working;

ensure a welcome to all children whatever their characteristics and needs:focus on the strengths of each childsupport the inclusion of children and their individual educational needs:nurture an inclusive environment in which children respect each other’s differences;apply inclusive practices that nurture all children’s learning and development; promptly refer to the centre manager concerns about any child, according to the policy and procedures of the centre;liaise with the centre manager to seek information about the children's individual needs from

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parents and external professionals and/or agencies in order to assess and respond to their needs;support children with individual educational needs to actively participate in the full range of learning experiences offered at the centre:contribute to the planning, development, implementation and reviewing of the individual children’s learning experiences; develop a positive relationship with the children with individual educational needs;support children with individual educational needs to develop positive relationships with other children and adults;observe the children in everyday activities and identify any barriers to participation, communication and socialisation in all learning experiences offered;contribute actively to overcome any barriers that might restrict accessibility to the learning experiences offered;identify and provide resources needed to ensure that the children can access the learning experiences offered; support the children to use any assistive technology/specialist aids/equipment, as required;liaise with the centre manager to support parents of children with individual educational needs:

develop an open and trusting relationship with the children’s parents in recognition that they are their primary carers and have detailed knowledge of their child;

nurtureprovide a supportive environment in which the children’s parents are able to discuss their child’s health, well-being, development and progress;

provide regular feedback about the children's progress in learning and development to their parents;

provide the child’s parents with information about resources and options which are able to provide additional support (e.g.: other professionals/agencies);

provide regular feedback about the children's progress and development to their parents; implement any changes to meet the individual educational needs of children and their

parents.involve parents in decision-making about their child’s learning, development and support needs;

involve parents in planning, implementing and monitoring their child’s engagement, development and leanring;

use reflective practice to enhance their own practice in inclusive Early Childhood Education and Care.

engage in continuous professional development in the area of Inclusive Early Childhood Education and Care;

seek opportunities for continuous professional development in Special Needs and Inclusive Education.

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CDC 410: Working in Partnership with ParentsFoster Parental Involvement

The Childcare Educator acknowledges that the best long-term outcomes for every child are achieved when educators and parents work in partnership grounded in mutual respect. The Childcare Educator understands, respects and supports the parents’ interest and right 8 to be actively engaged in their children’s well-being, learning and development in Early Childhood Education and Care services.

establishes a good working relationship with parents. This starts from the children’s transition from home to centre. The Childcare Educator liaises with parents on the daily routines of the children, keeps regular contact with them and discusses the children’s progress and development during formal one-to-one meetings.



ensure that the parent’s right to be involved and engaged in their child’s life at the childcare centre is supported and respected;

promote partnership with parents in the ongoing day-to-day exchanges that take place between parents, educators and children;

build respectful and trusting relationships with parents; develop honest and regular two-way clear communication with parents; enhance children's sense of emotional well-being, identity and belonging in the service by

building on the knowledge of each child's family; connect and engage with parents to encourage, develop and extend children’s learning and

development; involve actively parents in all transitions including the home-to-centre and centre-to-

kindergarten transitions;commit to power-sharing between himself/herself and the parents; liaise with parents on the children’s daily routines including eating/feeding,

diapering/toileting, resting/sleeping routines and play experiences; establish and maintain a good and professional relationship with parents which includes

regular written communication with feedback on the child’s daily routine; document and share the progress and development of the children with parents; inform parents about their child’s day at the centre; document and share the progress of the learning and development of each child with

parents; liaise with the centre manager and participate in formal one-to-one meetings with parents to

8 Article 18 of the UN Convention on the Rights of the Child (1989): “State parties shall render appropriate assistance to parents and legal guardians in the performance of their child rearing responsibilities.”

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discuss their children’s progress and development; observe, note and share any concerns on the children’s progress and development with the

centre manager and parents.support parents to contribute to their child’s learning and development, both in the childcare cetnre and at home;

respect the family’s religious and cultural backgrounds and beliefs.

Required Knowledge

The Childcare Educator at MQF Level 4 must be able to know, demonstrate and explain:

outline theoretical knowledge related to the work of theorists that have recognised the important role of parents in young children’s learning and devlopment;

identify research evidence on the effectiveness of partnership with parents in Early Childhood Education and Care;

outline national standards, policy and procedures related to working in partnership with parents in childcare services;

define the meaning of ‘parent partnership’, ‘parental involvement’ and ‘parental engagement’;

explain a range of practical ways to promote parental partnership in a childcare centre; explain a range of practical ways on how to communicate effectively with parents; explain the value and purpose of parent participation in all transitions including the home-

to-centre and centre-to-kindergarten transitions;

explain the importance of adopting a positive attitude towards all parents regardless of their social, cultural, religious and economic background;

the importance of involving parents in all transitions including the home-to-centre and centre-to-kindergarten transitions and how these can be appropriately carried out;how to develop courteous relationships with parents which respect to professional boundaries;explain the importance of listening to parent’s concerns and information; the importance of informing parents on the daily routine of their children through written communication;

the importance of documenting and sharing children’s progress in their learning and and development with parents;

how to communicate effectively with parents during formal one-to-one meetings to discuss their children’s progress and development.

Required Skills


adhere to ‘parent partnership’ standards, policy and procedures; adopt a parent partnership approach; support the right of parents to participate actively in the life of their children at the

childcare centre; build partnership with parents on respectful and reciprocal relationships; make all parents feel welcome and ‘at home’ in the centre;

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listen to parents and take their views into account; demonstrate a non-judgmental attitude to parents; maintain open communication with parents; offer written, oral and visual two-way communication opportunities with parents; communicate and inform parents on the children’s daily routines including eating/feeding,

diapering/toileting, resting/sleeping routines and play experiences; share regularly and discuss, with parents, two-way observations about the children’s

progress in learning and development; engage parents in all transitions including the home-to-centre and centre-to-kindergarten

transitions; make joint decisions with parents;

help parents develop support networks with other parents; ask for parents’ feedback; offer a variety of types and levels of involvement and engagement to parents; use parents' expertise and skills to extend children’s learning and devlopment. support learning in the home through sharing ideas with parents; offer links to other agencies and services; seek early intervention support to promote the welfare of all children and their families; address, together with the Centre Manager, any issues of concern with parents;

adopt a positive attitude towards all parents regardless of their social, cultural, religious and economic background.;

listen empathically to parental concerns and information on their child; discuss with parents their children’s daily routines, including eating/feeding, diapering/toileting, resting/sleeping routines and play experiences; communicate effectively with parents through verbal and written communication;establish and maintain a good and courteous relationship with parents, based on mutual respect and professionality;involve parents appropriately in all transitions, including the home-to-centre and centre-to-kindergarten transition; address, together with the centre manager, any issues of concern with parents;

record and discuss with parents children’s progress and development.

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CDC 411: Developing and Develop and MaintainingMaintain a Healthy, Safe and Secure Environment

The Childcare Educator is aware of the regulations, policies and procedures aimed at developing and maintaingensuring the health, safety and security of all childrenchildren. Together with the Legally Responsible Person and the Centre Manager, the Childcare Educator adheres tofollows such regulations and minimises any risks to the children’s health, safety and security. The Childcare Educator together with the Centre Manager communicates with families any concerns regarding the health, safety and security of the children.



develop, together with the Centre Manager, policies, procedures and practices concerning the health, safety and security of all children;

take the necessary precautions to minimise health, safety and security risks for the children entrusted in his or her care; effectively minimise risks to children’s health, safety and security;

satisfy adhere to the health and safety requirements as specified in the mentioned in National

Standards for Early Childhood and Care Services (0-3 years) and relevant legislation;; assess and deal with the various health and safety risks that a child might be exposed to at the

centre;; report any health and safety issues in the centre to the Ccentre Mmanager, as required;; take the necessary precautions to minimise health, safety and security risks especially during

the arrival and departure of children from the centre; assess and deal with risks associated with the safe storage of dangerous objects and materials,

including cleaning materials, medicines and medical supplies; support individuals during any emergency and summon the appropriate assistance; ; report signs and symptoms if child is looking unwell; appropriately store and handle food; appropriately dispose of waste; physically handle children to minimise risks for self and child; physically restrain children, in a safe and dignified manner following formal specialised

training, when necessary; administer First Aid to children when necessary; recognise the suitability, or otherwise, of equipment, materials and resources; ensure that one’s own health and hygiene do not pose a threat to others.;

understand the legal implications of care and custody;minimise security risks during outings.

Required Knowledge

The Childcare Educator at MQF Level 4 should be able tomust know:

the statutory and regulatory arrangements covering health and safety for the children, staff members, families and visitors;outline the health and safety requirements as

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specified in the National Standards for Early Childhood and Care Services (0-3 years) and relevant national legislation;

outline the basic stages of child development and the implications these have for

children’s health, safety and security; describe the appropriate centre’s regular safety checkss and security procedures; that

need to be made of the indoor and outdoor environment, to include: facilities, equipment, resources and materials; toilet and washing areas; transition from one play area to another; the security arrangements, which should include: children’s arrival at the centre; children’s departure from the centre; outings; parent’s authorisation for collection of children; describe the regulations and procedures for the storage and administration of

medicines; the sterilisation and sanitization processes of equipment; universal hand-washing / hand-sanitisation processes; describe the principles of good hygiene and practices that help to prevent and control

infection; describe the principles and models of risk assessment that are applied at the centre,

both indoors and outdoors, and on outings; describe the recording procedure of accidents, incidents and injuries; name the appropriate contents of a First Aid kit; identify appropriatethe correct responses to situations involving accidents and

injuries, taking into account the age of the children and the procedures of the centre; describe the centre reporting procedure to go through when a child is unwell; state the health requirements and dietary needs of each child entrusted in his or her

care; the practice of good hygiene, including: the principles of cross infection; appropriate nappy-changing practices; the appropriate systems to dispose of different types of waste, including soiled

nappies and used gloves; food handling practices; handling body fluids; issues concerning spread of HIV and AIDS virus and hepatitis; describe the emergency procedures in the centre, concerning fire emergencies,

missing children, allergic reactions, evacuations and Sudden Infant Death Syndrome (SIDS);

describe safe sleep practices; and appropriate sleeping arrangement and procedures, and the sleeping position of the child;

the good practice surrounding manual handling of children and the risks associated with lifting and carrying children;memorise the location of emergency contacts and numbers.

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Required Skills

The Childcare Educator at MQF Level 4 should be able to: developestablish and maintain a healthy, safe and secure environment for all children

by: ensure that all parents of the children in his/her care have the information about the

health, safety and security procedures relevant to them; provide comfort and reassurance to all children; encourage children’s awareness of their own and others’ safety and their personal

responsibility; encourage children to help manage risks for themselves; assess the safety and security of the centre at all times; maintain supervision of children appropriate to the levels of risk and the children’s age,

needs and abilities; assess and deal with risks associated with the safe storage of dangerous objects and

materials, including cleaning materials, medicines and medical supplies; ensure that oneself and others are not put at unnecessary risk; comply with having up-to-date and accurate information about the health, safety and

security requirements of the centre; physically handle children to minimise risks for self and child; physically restrain children, in a safe and dignified manner following formal

specialised training, when necessary; recognise the suitability, or otherwise, of equipment, materials and resources; keeping up-to-date and accurate information about the health and dietary needs of all

children at the centre; practice appropriate procedures used in bathing, including the handling of children,

water temperature and clean water conditions; practice good hygiene, including: the principles of cross infection; appropriate nappy-

changing; appropriate systems to dispose of different types of waste, including soiled nappies and used gloves

assessing the safety and security of the centre at all times; identifying, recording and removing hazards; ensuring that all children and adults using the centre have information about the health,

safety and security procedures relevant to them; reviewing, revising and following health, safety and security procedures in line with

changing circumstances and requirements, providing them with help and support when necessary;

ensureing that children’s personal hygiene items are clearly labelled; and minimising the risk of cross-usage;

adhere to sanitary procedures during toileting, bathing and diapering; follow the sterilisation and sanitization processes of equipment; follow the universal hand-washing / hand-sanitisation processes; comply with up-to-date and accurate information about the health and dietary needs of

all children at the centre;

maintaining supervision of children appropriate to the levels of risk and the children’s age, needs and abilities;

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encouraging children’s awareness of their own and others’ safety and their personal responsibility

encouraging children to help manage risks for themselves; knowing the appropriate procedures used in bathing, including the handling of children,

water temperature and clean water conditions; being aware of the acceptable noise, light, temperature, humidity and ventilation

required; contributeing to safety procedures on outings, according to one’s role and

responsibility; knowing how to provide First Aid to children; knowing how to handle food properly;. supervise procedures for accidents, injuries, illnesses and other emergencies by: ensuring that accidents, injuries, signs of illness and other health emergencies are

promptly identified; followadhere toing the correct procedures to deal with accidents, injuries, signs of

illness and other health emergencies calmly and safely; adhere to following the correct procedures for recording and reporting accidents,

injuries, signs of illness and other health emergencies; ensuring that oneself and others are not put at unnecessary risk; providing comfort and reassurance to all children; ensureing that first aid and medication are provided, according to the centre’s policy; being aware of who the fire warden appointed by the centre is; knowing the location of emergency contacts and numbers; being aware of the sanitary procedures to be taken during toileting, bathing and

diapering; being aware of the type of bedding that can be used for rest / sleeping time.administer

First Aid to children when necessary; review, revise and follow health, safety and security procedures in line with changing

circumstances and requirements.

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CDC 412: Meeting and Maintain Regulatory Requirements

The Childcare Educator is aware of the main compliance regulations, directions and standards issued by the national authorities that regulate the sector, while contributing to the up-keep of these regulations. The Childcare Educator takes appropriate action to meet the regulatory requirements within his/her daily practice.

Performance CriteriaThe Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to:

reflect on daily practice to ensure s/he is meeting the regulatory standards understand the regulatory to which the centre is expected to adhere torequirements of the sector;

take appropriate action to meet any requirements that emerge, following management’s

feedback and direction; understand and adhere to the centre’s Manual of Policies and Procedures; take appropriate action to meet any requirements that emerge, following management’s

feedback and direction; take appropriate action to meet any requirements that emerge following the External Review

process, following management’s feedback and direction;. reflect on the purpose and expectation of an external review.

Required Knowledge

The Childcare Educator at MQF Level 4 must be able to know:

identify national legislations, frameworks, policy, standards in relation to his/her role as a Childcare Educator;

identify the different policies, procedures, records and documents that will provide evidence against regulatory requirements;

outline the standards and criteria for the provision of childcare in centre-based, home-based and work-based centres, including those offering night Early Childhood Education and Care service provision - National Standards for Early Childhood Education and Care Services (0-3 years);

outline the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

describe legal and centre’s requirement for recording information and producing reports; explain the purpose and benefits of the regulatory requirements and external reviews; the details of the standards and criteria for the provision of childcare in centre-based, home-

based and work-based centres, including those offering night Early Childhood Education and Care service provision;

describe the regulatory and employment requirements for every role within a childcare centre; explain the roles and responsibilities of the Legally Responsible Person and staff working at

the centre; name the different regulatory bodies for each aspect of provision;

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Charmaine Bonello, 05/07/20,

Currently there is a working group working on the National ECEC policy 0-7 years – the title of this policy document is to be added here if this is going to be publish soon.

the National Standards for Early Childhood Education and Care Services (0-3 years) and how their implementation results in quality Early Childhood Education and Care.

Required Skills


apply in practice the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

plans for a curriculum that meets the regulatory requirements and children’s individual needs;

take appropriate action to meet regulatory requirements; collect required evidence to demonstrate compliance with regulatory requirements; keep accurate records and personal documetation organised; be responsible in relation to the external review; make documentation available for external review visits; evaluate, together with colleagues, the recommendations from the external review team. consult with previous external review reports, use them to improve quality in the centre and

prepare for future external reviews; seek support in situations beyond his/her experience and expertice to meet regulatory

requriements;

identify and interpret regulatory requirements, according to the type of service provision, this being centre-based, work-based or home-based, and which are related to:

the centre;

equipment, resources and materials;

the provision of food and drink;

health and safety;

child-to-carer ratios;

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management of information systems and records, and data protection legislation;

curriculum requirements and assessment strategies;

respect for diversity

adhere to and give feedback on the centre’s Manual of Policies and Procedures to the centre’s management;

review and revise one’s practice, and work on a plan of action following recommendations by management and/or External Reviewers.

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i https://education.gov.mt/en/documents/public%20consultations/white%20paper.pdf

ii http://www.schoolslearningoutcomes.edu.mt/files/documents/Early_Years.14520950652.pdf

iii https://education.gov.mt/en/Documents/A%20National%20Curriculum%20Framework%20for%20All%20-%202012.pdf

http://www.schoolslearningoutcomes.edu.mt/files/documents/Early_Years.14520950652.pdf

https://education.gov.mt/en/documents/public%20consultations/white%20paper.pdf