Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self

Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 1.5: Understand how to support children who are unwell
Learning outcome: Understand the role of the Early Years practitioner when supporting children who are chronically ill
Assessment criteria: Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self

  • Chronic health conditions are long term and may require prolonged medical treatment and limit what a child is able to do
  • Examples include asthma, epiepsy, diabetes, cystic fibrosis and lupus
  • You may require additional training in particular chronic conditions based on the children in your setting
  • This will help you to fully understand the condition, be aware of signs, symptoms and treatments and care for the child appropriately
  • You may also be required to work in partnership with parents, carers and health professionals to provide the best care for the child
  • You should ensure that children with chronic conditions are not excluded from activities – this may mean adapting an activity to make it suitable for them. Children should also not labelled or stereotyped based on their condition.
  • You should also ensure that support is accessible for yourself, either from a manager or a colleague – caring for children with chronic illnesses can be stressful and you should have a support network available for you to offload.

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    Study Bullets ⇒ Level 3 Diploma for the Early Years Educator ⇒ Unit 1.5: Understand how to support children who are unwell ⇒ Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self