Early years practitioner, Katherine Stapleton, suggests some real-life case studies and questions that teachers of child development and early years can use to stretch their students and bring learning to life.
Each time I undertake safeguarding and child protection training, the aspect that makes the most impact for me is looking at case studies. You can be taught the legislation, facts, figures and so on, but when you hear reports of real children and childcare settings, it really hits home.
In Unit R058, topic area 1, students learn about creating a safe environment in a childcare setting. This includes understanding why accidents happen, the types of potential accidents and ways to prevent them. Case studies can come in useful here, giving opportunities for students to apply their knowledge in real-world contexts.
Case studies on accidents in a child development setting
Cambridge University Press’s new Cambridge National Level 1/Level 2 Child Development Student Book contains the case study ‘Nursery court case’, which is based on true life events where a child tragically died at a nursery. Studying a real incident will help students to understand the implications of unsafe environments and practice.
Here are two further case studies, based on real-life events. They are simple examples that can be adapted to stretch your students.
Case Study – Child’s fingertip severed by closing door
A childminder has been ordered to pay a fine after a 14-month-old boy had part of a finger amputated by a closing door.
The childminder admitted the health and safety breach.
The Court heard the childminder had failed to install ‘finger guards’ that would have prevented the incident.
- Name the type of accident that happened to the child.
- Identify the piece of safety equipment that the childminder failed to install.
- Explain why it is important that safety equipment is used.
Case Study – Fine for nursery over health and safety breaches
A nursery has received a big fine after an accident happened at the premises. An investigation revealed failings in its health and safety policies.
The nursery was investigated after it was reported that an infant fell from a nappy changing table.
The accident took place when an unqualified nursery worker was alone with three infants in the nursery’s Baby Room. The child fell a metre to the floor, although it is not known whether any injuries were suffered.
Following an investigation, the nursery was prosecuted for failing to implement the right health and safety measures, including giving staff members health and safety training.
- Name the type of accident that happened at the nursery.
- Identify one reason why the nursery was prosecuted.
- Explain why it is important that staff receive training.
Child development analysis and problem solving case studies
Students can be further challenged by asking them to create a risk assessment of a childminder’s home or a Baby Unit, identifying potential hazards and the control measures they would put in place to lessen the risk.
Here are two further examples of case studies that encourage students’ skills of analysis and problem solving.
Case Study – Wonderful woodwork!
Sophie, The Manager at Tree Tops Pre-School has been on a training course called ‘Wonderful Woodwork’ The setting has recently bought a woodwork bench, tools and safety equipment and the children are excited to get started!
The training course taught Sophie about woodwork safety. She learnt that only two children should take part at any one time, how tools are used safely, the need for safety goggles and how to complete a risk assessment.
The following day, Sophie is off sick. She hasn’t had time to share the information she learnt on the ‘Wonderful Woodwork’ course with her team yet.
Myah, the Deputy Manger decides it will be okay to open the woodwork activity to the children. The children are excited and five of them rush over to the workbench…
- Was Myah’s decision to open the workbench wise? Justify your answer.
- Identify three or more potential accidents that might happen if the activity is not delivered safely.
- Explain why it is important to complete a risk assessment before children use the area.
Case Study – A ‘near miss’ at nursery school
Children were saved from potential injury caused by very hot water when a child warned them of the danger, an education watchdog found.
The Ofsted report stated, ‘An uncovered drain in the outside area used by the children meant that they were exposed to extremely hot water. The safety cover was missing from the drain. Staff failed to notice the children playing by the drain and children were not supervised closely enough. A child prevented a potential injury by reminding his peers that hot water is dangerous and may hurt them.’
Ofsted rated the setting as ‘inadequate’.
- Name the type of accident that could have occurred.
- Describe two or more factors that led to the ‘near miss’.
- Explain why it is important that staff supervise children closely.
These case studies contextualise the learning in topic area 1, as they contain key terminology such as ‘accident’ and ‘risk assessment’.
Students have the chance to practise exam questions as they complete the tasks, recalling and applying knowledge to show understanding. Group discussion can give students further opportunity to develop critical thinking skills and allow teachers to see if they have grasped key concepts.
Students who are motivated by practical work can get hands-on by finding online examples of accidents that have happened in childcare settings. Ask them to find news articles about childhood accidents. This will aid the development of research skills and students can develop extended writing skills by putting the information into their own words in the form of a ‘case study’. Challenge students to think of three questions for the class about their case study; this provides another good opportunity to revisit exam terminology as they write their questions.
Due to the nature of the topic, some of the information raised might be troubling. However, it is important that students fully understand why accident prevention and safe environments are so important. Group discussion can take place sensitively around any issues that cause upset.
Katherine Stapleton has been working in the early years sector for over 25 years. After achieving her NNEB, she started working as a nursery nurse, then quickly progressed to nursery management, obtaining her Level 4 in Children’s Care, Learning and Development. Katherine believes that a quality early years workforce provides the secure foundations that each child needs to enable them to fulfill their potential. This passion led Katherine into a career training early years practitioners of all ages, working as an early years assessor, internal quality assurer and tutor. She has also written a range of resources for students undertaking early years qualifications. Katherine has settled in her current role of Office Manager in a day nursery, shaping the practice in the setting and supporting the team to give every child the best possible outcomes for the future.
For more information about our resources, written to support you in planning and delivering engaging, varied lessons for the Cambridge National Level 1/Level 2 in Child Development, please visit our Cambridge Nationals hub here.
