NCFE CACHE Level 3 Unit 8 Professional Practice Portfolio 1 Coursework 2026

NCFE CACHE Level 3 Award, Certificate and Diploma in Childcare and Education

Unit 8 Professional Practice Portfolio 1 Coursework

1. Cognitive Development

1.1 Identify resources for children in relation to supporting cognitive development

Resources that support cognitive development include:

• Puzzles and shape sorters – improve problem-solving and spatial awareness.
• Building blocks and construction toys – enhance logical thinking and motor skills.
• Books and storytelling props – encourage memory, sequencing, and imagination.
• Role-play materials (e.g., dress-up clothes, toy kitchen) – support symbolic thinking and social understanding.
• Technology (interactive apps and games) – when used appropriately, can enhance counting, sequencing, and vocabulary.
• Nature and sensory play (e.g., sand, water, natural materials) – foster exploration and experimentation.

1.2 Explain the role of cognition in a child’s learning

Cognition involves how children think, explore, and figure things out. It includes skills such as:

• Memory – recalling facts, experiences, and sequences.
• Attention – focusing on tasks and filtering distractions.
• Problem-solving and reasoning – working through challenges and finding solutions.
• Language processing – understanding and using language to make sense of the world.
• Executive function – planning, organizing, and self-regulating behavior.
• Cognitive development is crucial as it underpins all learning processes and helps children make sense of new experiences and adapt to their environment.

1.3 Reflect on strategies to promote cognition

Effective strategies include:

• Open-ended questioning – prompts children to think critically and express ideas.
• Scaffolding learning – providing appropriate support that’s gradually withdrawn as the child gains independence.
• Encouraging exploration and curiosity – through play-based, hands-on experiences.
• Modeling thinking aloud – showing how to approach problems or make decisions.
• Routine and repetition – strengthen memory and understanding of concepts.
• Observation and assessment – identifying developmental stages and tailoring activities to the child’s needs.

2. Speech, Language, and Communication Development

2.1 Identify resources for children in relation to supporting speech, language, and communication development

Resources that support these areas include:

• Books and story sacks – support vocabulary building and narrative skills.
• Puppets and role-play props – encourage dialogue and imaginative conversations.
• Songs, rhymes, and musical instruments – promote phonological awareness and rhythm in speech.
• Picture cards and visual aids – help children make connections between words and meanings.
• Technology tools (e.g., speech and language apps) – can reinforce communication skills if used appropriately.
• Interactive games – support turn-taking, listening, and responding.

2.2 Explain the role of speech, language, and communication in a child’s learning

Speech, language, and communication are fundamental to all learning and development. They:

• Enable children to express needs, feelings, and ideas.
• Help in understanding instructions and new concepts.
• Support social interactions and emotional expression.
• Are closely linked to literacy and cognitive development.
• Facilitate problem-solving, reasoning, and negotiation.

2.3 Reflect on strategies to promote speech, language, and communication

Effective strategies include:

• Speaking clearly and at the child’s level – aids understanding.
• Engaging in conversations – turn-taking and back-and-forth dialogue develop fluency.
• Expanding on what children say – modeling more complex structures.
• Using gestures, signs, or visual supports – especially helpful for non-verbal or EAL (English as an Additional Language) children.
• Creating a language-rich environment – displays, labeling, books, and discussion opportunities.
• Reading regularly and interactively – asking predictive and reflective questions.

3. Physical Development

3.1 Identify resources for children in relation to supporting physical development

Resources that support physical development include:

• Climbing frames, slides, balance beams – develop gross motor skills like coordination and balance.
• Tricycles, scooters, and ride-on toys – build leg strength, coordination, and control.
• Balls, hoops, beanbags – enhance throwing, catching, aiming, and tracking skills.
• Tunnels and soft play equipment – promote crawling, climbing, and risk-taking in a safe environment.
• Fine motor tools (e.g., tweezers, threading beads, scissors) – strengthen hand muscles and coordination.
• Sensory play (e.g., playdough, water play, sand) – supports dexterity and tactile exploration.

3.2 Explain the role of physical development in a child’s learning

Physical development is crucial because:

• Gross motor skills (e.g., running, jumping, climbing) allow children to explore and interact with their environment confidently.
• Fine motor skills (e.g., writing, buttoning, using utensils) are essential for independence and academic tasks.
• It supports brain development through movement and active play.
• Physical activity boosts concentration, mood, and self-regulation, which are vital for learning.
• It encourages social interaction, teamwork, and communication during group play and physical tasks.

3.3 Reflect on strategies to promote physical development

Effective strategies include:

• Daily access to outdoor play – ensures varied movement and fresh air.
• Offering age-appropriate challenges – to encourage strength, coordination, and risk assessment.
• Planned fine motor activities – like threading, cutting, or drawing to improve dexterity.
• Promoting independence – encouraging dressing, feeding, and toileting.
• Modelling and participating in physical play – to inspire and support children.
• Monitoring development – and adapting activities for children with additional needs.

4. Personal, Social, and Emotional Development (PSED)

4.1 Identify resources for children in relation to supporting PSED

Resources that support PSED include:

• Emotion cards and storybooks about feelings – help children recognise and talk about emotions.
• Role-play and small world toys – support empathy, cooperation, and social skills.
• Circle time props (e.g., talking sticks, puppets) – encourage respectful listening and sharing.
• Visual timetables – reduce anxiety and support routine.
• Comfort items (e.g., soft toys, sensory corners) – provide emotional security.
• Reward charts and praise systems – promote confidence and self-esteem.

4.2 Explain the role of personal, social, and emotional development in a child’s learning

PSED is a foundation for all learning because:

• It builds confidence and resilience, helping children take on challenges.
• Positive relationships with peers and adults support emotional regulation and social learning.
• It enables children to work in groups, share, take turns, and resolve conflicts.
• Emotionally secure children are more likely to engage in learning and explore their environment.
• Self-awareness and self-esteem allow children to understand their abilities and build independence.

4.3 Reflect on strategies to promote personal, social and emotional development

Key strategies include:

• Creating a nurturing environment – where children feel safe, valued, and heard.
• Building strong key person relationships – ensuring children form secure attachments.
• Promoting positive behavior – using consistent boundaries and reinforcement.
• Encouraging emotional expression – through language, stories, and play.
• Modeling empathy and respect – demonstrating how to handle emotions and social situations.
• Working in partnership with families – to understand each child’s emotional background and needs.

5. Understand Holistic Child Development

5.1 Describe how areas of development are interdependent

Child development is holistic, meaning all areas of development are interconnected:

• Physical development affects cognitive skills (e.g. fine motor skills impact writing).
• Speech and language supports emotional expression and social relationships.
• Emotional well-being impacts confidence and willingness to explore and learn.
• A delay in one area (e.g. language) may affect others (e.g. social interaction). Early Years practitioners must view the child as a whole, recognising how development in one area influences the rest.

6. Understand the Role of the Early Years Practitioner in Relation to Health and Well-being

6.1 Summarise the role in relation to meeting the requirements of current frameworks:

Food and Nutrition

• Provide healthy, balanced meals and snacks in line with national guidelines.
• Model positive eating habits and educate children about healthy choices.
• Accommodate allergies, cultural and dietary needs.

Physical Exercise

• Offer daily opportunities for active play indoors and outdoors.
• Plan activities that support both fine and gross motor development.

Outdoor Play Provision

• Ensure safe, stimulating outdoor spaces are available for exploration and movement.
• Encourage physical activity and connection with nature.

Emotional Well-being

• Build secure, trusting relationships (key person approach).
• Support children to express and understand emotions.

Inclusion

• Adapt environments and activities to meet all needs.
• Ensure equal access regardless of background, ability or culture.

6.2 Discuss resilience in relation to a child’s emotional well-being

Resilience is a child’s ability to cope with challenges, manage stress, and bounce back from setbacks. Practitioners support resilience by:

• Providing consistent, nurturing relationships.
• Encouraging problem-solving and independence.
• Celebrating effort as well as achievement.
• Modelling emotional regulation and coping strategies.

6.3 Evaluate provision for health and well-being during transitions

Transitions (e.g. moving rooms, starting school) can be stressful. Good practice includes:

• Key person support to provide emotional security.
• Preparation and communication (e.g. visual timetables, storybooks).
• Collaborative working with parents and new settings.
• Ensuring familiar routines and comfort items are available.

6.4 Describe strategies to support children to manage their own behaviour

• Use consistent boundaries and routines.
• Model appropriate behaviour and language.
• Promote positive reinforcement over punishment.
• Teach conflict resolution and emotional literacy.
• Use visual supports and calm-down strategies.

7. Understand How to Keep Children Safe in an Early Years Setting

7.1 Explain ways practitioners maintain a healthy and safe environment

• Daily risk assessments and regular safety checks.
• Supervision and appropriate adult-child ratios.
• Hygiene practices (e.g. handwashing, food hygiene).
• Safe storage of materials and medication.

7.2 Summarise safeguarding and welfare requirements

According to the EYFS or other national framework:

• Practitioners must understand signs of abuse and how to report them.
• Must follow a clear safeguarding policy and attend regular training.
• A Designated Safeguarding Lead (DSL) must be in place.
• Policies on physical contact, behaviour management, and e-safety must be followed.

7.3 Reflect on the role in relation to infection control

• Promote hand hygiene, respiratory etiquette (“catch it, bin it, kill it”).
• Clean and disinfect surfaces and equipment.
• Isolate unwell children where necessary and follow exclusion guidelines.
• Promote vaccination and manage outbreaks with public health advice.

7.4 Explain record-keeping and reporting in relation to keeping children safe

• Keep accurate records of injuries, accidents, incidents, and concerns.
• Maintain confidentiality but share with relevant authorities when necessary.
• Log and report safeguarding concerns using agreed procedures.

7.5 Evaluate partnership working in relation to child protection

• Work with social services, health visitors, police, and families.
• Share information appropriately to safeguard children.
• Attend case conferences or reviews if needed.
• Follow multi-agency safeguarding protocols.

8. Understand Enabling Play Environments

8.1 Summarise how theoretical and philosophical approaches influence practice

• Froebel – valued play and outdoor learning, influencing modern forest schools.
• Montessori – promoted independence and child-led exploration.
• Piaget – focused on developmental stages and hands-on learning.
• Vygotsky – emphasised social interaction and scaffolding.
• Reggio Emilia – valued the environment as the “third teacher” and child expression through many “languages”.

8.2 Describe play provision to meet areas of learning

According to the EYFS, the seven areas of learning are supported through:

• Construction, role-play, small world, mark-making, creative areas (support expressive arts, literacy, mathematics).
• Outdoor play (supports physical development and understanding of the world).
• Circle time and group activities (develop communication and personal, social, and emotional skills).

9. Understand Observation, Assessment and Planning

9.1 Explain how observations support child-centred planning

• Help identify interests, strengths, and areas for development.
• Inform next steps that are tailored to individual needs.
• Ensure activities are age-appropriate, engaging, and inclusive.
• Support progress tracking and statutory assessments (e.g. EYFS Profile).

9.2 Discuss ways observations can be used to:

Identify additional need

• Spot delays or unusual patterns in development.
• Trigger early intervention or referrals.

Build on interest

• Plan activities based on children’s current interests to maintain engagement.

Encourage partnership working with parents/carers

• Share observations to involve parents in their child’s learning.
• Use parent feedback to inform planning and assessments.
• Build trust and consistency between home and setting.

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