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| EYFS Teaching Diploma | |||
| Module 1. Introduction to EYFS | |||
| Introduction to the Early Years Foundation Stage (EYFS) | 00:15:00 | ||
| Module 2. Importance of Early Years in Development | |||
| Importance of Early Years Development | 00:22:00 | ||
| Module 3. EYFS Teaching Techniques | |||
| EYFS Teaching Techniques | 00:17:00 | ||
| Module 4. Working as an EYFS Teacher | |||
| Working as an EYFS Teacher | 00:21:00 | ||
| Module 5. Promoting Learning and Development | |||
| Promoting Learning & Development | 00:33:00 | ||
| Module 6. Children Having Special Education Needs or Disabilities | |||
| Children Having Special Education Needs or Disabilities | 00:19:00 | ||
| Module 7. Parents’ Guide to the Early Years Foundation Stage | |||
| Parents Guide to the Early Years Foundation Stage | 00:12:00 | ||
| Module 8. Welfare Requirements | |||
| Welfare Requirements | 00:19:00 | ||
| Module 9. The EYFS Educational Philosophies and Privileges | |||
| The EYFS Educational Philosophies and Privileges | 00:16:00 | ||
| Module 10. Registration, Inspection, and Quality Improvement | |||
| Registration, Inspection, and Quality Improvement | 00:13:00 | ||
| Module 11. EYFS Framework in 2021 | |||
| EYFS Framework in 2021 | 00:13:00 | ||
| Phonics Teaching Diploma | |||
| Module 1. Introduction to Phonics Education | |||
| Introduction to Phonics Education | 00:11:00 | ||
| Module 2. Role of Early Phonics Teaching | |||
| Role of Early Phonics Teaching | 00:16:00 | ||
| Module 3. Career as Phonics Teacher | |||
| Career as Phonics Teacher | 00:09:00 | ||
| Module 4. Teaching Phonics | |||
| Teaching Phonics | 00:17:00 | ||
| Module 5 Jolly Phonics | |||
| Jolly Phonics | 00:17:00 | ||
| Module 6. Involving Parents and Carers | |||
| Involving Parents and Carers | 00:15:00 | ||
| Module 7. Speaking and Phonological Awareness | |||
| Speaking and Phonological Awareness | 00:23:00 | ||
| Module 8. Systematic Assessment and Record Keeping | |||
| Systematic Assessment and Record Keeping | 00:23:00 | ||
| Module 9. Meeting Individual Needs | |||
| Meeting Individual Needs | 00:28:00 | ||
| Module 10: Cognitive Approaches in Dyslexia | |||
| Cognitive Approaches in Dyslexia | 00:25:00 | ||
| Module 11: Phonics for Deaf Children | |||
| Phonics for Deaf Children | 00:22:00 | ||
| Module 12: Teaching Higher Level of Phonics | |||
| Teaching Higher Level of Phonics | 00:26:00 | ||
| Child Psychology Diploma | |||
| Unit 01: Introduction to Child Psychology | |||
| Introduction to Child Psychology | 00:26:00 | ||
| Unit 02: Attachment and Relationship Building in Childhood | |||
| Attachment and Relationship Building in Childhood | 00:31:00 | ||
| Unit 03: Impacts of Separation and Loss on Attachment | |||
| Impacts of Separation and Loss on Attachment | 00:26:00 | ||
| Unit 04: Factors that Influence Development | |||
| Factors That Influence Development | 00:35:00 | ||
| Unit 05: Cognitive Development | |||
| Cognitive Development | 00:24:00 | ||
| Unit 06: Social and Emotional Development | |||
| Social and Emotional Development | 00:41:00 | ||
| Unit 07: Personality and Intellectual Development of Children | |||
| Personality and Intellectual Development in Children | 00:32:00 | ||
| Unit 08: Stages of Language Development | |||
| Stages of Language Development | 00:26:00 | ||
| Unit 09: Understanding Moral Development | |||
| Understanding Moral Development | 00:16:00 | ||
| Unit 10: Problems of Infancy | |||
| Problems of Infancy | 00:18:00 | ||
| Unit 11: Problems of Childhood | |||
| Problems of Childhood | 00:27:00 | ||
| Unit 12: Problems of Adolescence | |||
| Problems of Adolescence | 00:20:00 | ||
| Children and Adolescents Counselling Course | |||
| Introduction | |||
| About the Course & the Instructor | 00:03:00 | ||
| Definition of Counselling | 00:04:00 | ||
| The Counselling Relationship | 00:06:00 | ||
| Psychology of Growth and Development | |||
| The Development Cycle | 00:07:00 | ||
| Parent, Child, Teacher Relationships | 00:08:00 | ||
| The Complexities of Growth | 00:08:00 | ||
| Introduction – Psychological Development | 00:09:00 | ||
| Therapeutic Language | |||
| Conflict and Stress | 00:12:00 | ||
| Behavioural Therapies | 00:07:00 | ||
| Working with Children | 00:07:00 | ||
| The Use of Language | 00:07:00 | ||
| Memory | 00:08:00 | ||
| Psychological Issues | |||
| Grief and Bereavement | 00:06:00 | ||
| Exploring Grief and Letting Go | 00:07:00 | ||
| Dysfunctional Families | 00:08:00 | ||
| What is Co-Dependency | 00:07:00 | ||
| Child Bullying and Child Abuse | 00:08:00 | ||
| Therapeutic Outcomes | |||
| Psychological Study of Education | 00:07:00 | ||
| Transformation | 00:07:00 | ||
| Using Newly Found Skills | 00:05:00 | ||
| Recovery – The Therapeutic Process | 00:05:00 | ||
| Moving on – Emotional Intimacy | 00:06:00 | ||
| Working as a Counsellor | |||
| Setting Up a Practice | 00:10:00 | ||
Can’t find the anwser you’re looking for ? Reach out to customer support team.
An Early Years Lead Practitioner is a senior childcare professional who leads practice within early years settings, supports staff, and ensures high-quality education and care for young children.
You will learn leadership skills, curriculum planning, child development, safeguarding, observation and assessment, behaviour management, staff supervision, and quality assurance practices.
This course is suitable for experienced early years practitioners, nursery staff, room leaders, and individuals aiming for leadership roles in childcare settings.
Strong leadership ensures high standards of care, supports staff development, improves learning outcomes, and creates safe and effective learning environments.
Quality assurance involves monitoring and improving childcare practices to ensure they meet regulatory standards and deliver positive outcomes for children.
Safeguarding leadership involves ensuring policies and procedures are followed to protect children from harm, abuse, or neglect within childcare environments.
Reflective practice involves evaluating your own teaching and leadership methods to identify strengths, improve performance, and enhance children’s learning experiences.
The role ensures children receive structured learning, emotional support, and safe environments that promote physical, social, emotional, and cognitive development.
Important skills include leadership, communication, organisation, decision-making, teamwork, observation, and a strong understanding of child development.
Inclusive practice ensures all children, regardless of ability, background, or needs, are supported and included in learning and development activities.
They work in nurseries, preschools, childcare centres, children’s centres, early education providers, and private childcare organisations.
Career opportunities include Early Years Lead Practitioner, Nursery Room Leader, Preschool Lead, Deputy Nursery Manager, Early Years Supervisor, Childcare Team Leader, Early Years Coordinator, and Nursery Manager (with further experience).