EYE L3 WF 14 Neuroscience for Early Years Practice (M/651/7202) Assignment Brief 2026
Unit 14 Neuroscience for Early Years Practice Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6 NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | M/651/7202 |
| Unit Title | Neuroscience for early years practice |
| Unit Number (WF) | 14 |
| Unit Level | 3 |
| Unit credit value: | 6 |
| GLH | 55 GLH (includes 5 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit considers early brain development and how the human brain responds to adverse conditions. Learners will understand the role of the early years educator to provide a responsive, nurturing environment for children and their families and be able to share information about early brain development with parents and carers.
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 1. Know about early brain development | 1.1 Brain development during pregnancy to 7 years | Outline the stages of brain development during pregnancy to 7 years. | Explain the stages of brain development during pregnancy to 7 years. | Analyse the stages of brain development during pregnancy to 7 years. |
| 1.2 The purpose and function of the following in the context of early brain development: • neurons• synaptogenesis • synaptic pruning |
Outline the purpose and function of neurons, synaptogenesis and synaptic pruning in early brain development. | Explain the purpose and function of neurons, synaptogenesis and synaptic pruning in early brain development for future holistic learning. | Analyse the purpose and function of neurons, synaptogenesis and synaptic pruning in early brain development for future holistic learning. | |
| 2. Understand how the human brain responds to adverse conditions | 2.1 The impact of stress and trauma on the function of the human brain | Outline the impact of stress and trauma on the function of the human brain. | Explain the impact of stress and trauma on the function of the human brain. | Analyse the impact of stress and trauma on the function of the human brain. |
| 2.2 The impact of stress and trauma in the short and long term for an individual’s holistic health and wellbeing | Outline the impact of stress and trauma referring to the short and long term for an individual’s holistic health and wellbeing. | Discuss the impact of stress and trauma in the short and long term for an individual’s holistic health and wellbeing. | Evaluate the impact of stress and trauma in the short and long term for an individual’s holistic health and wellbeing. |
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 3. Understand the role of the early years educator to provide a responsive, nurturing environment for babies and children and their families | 3.1 The role of co-regulation in an early years setting | Define the role of coregulation in the early years setting. | Explain the role and importance of co-regulation in the early years setting. | Analyse the role and importance of co-regulation in the early years setting. |
| 3.2 Strategies for selfregulation to support children’s emotional wellbeing | Outline strategies for selfregulation to support children’s emotional wellbeing. | Explain strategies for selfregulation to support children’s emotional wellbeing. | Justify strategies for selfregulation to support children’s emotional wellbeing. | |
| 3.3 The impact of engaging professional relationships with parents and carers for babies’ and children’s emotional wellbeing | Describe the impact of engaging professional relationships with parents and carers for babies’ and children’s emotional wellbeing. | Discuss the impact of engaging professional relationships with parents and carers for babies’ and children’s emotional wellbeing.
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Assess the impact of engaging professional relationships with parents and carers for babies’ and children’s emotional wellbeing.
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| 4. Be able to share information about early brain development with parents and carers | 4.1 Create a resource that can be shared with parents and carers in an early years setting | N/A | N/A | N/A |
Range
| 2. Understand how the human brain responds to adverse conditions |
| 2.1 Stress and trauma
To include an awareness of fight, flight, freeze and fawn and its impact on the brain. As well as different types of stress. |
| 4. Be able to share information about early brain development with parents and carers |
| 4.1 Resource
The resource may be digital with the use of infographics, a poster or a booklet. |
Delivery and assessment guidance
LO2 (AC2.1 and AC2.2) Learners will find it useful to explore the impact of adverse childhood experiences in relation to stress responses and human behaviour.
LO3 (AC3.3) Impacts should include both positive and negative.
LO4 (AC4.1) The resource must include:
• the stages in brain development from conception to 7 years
• the impact of stress responses
• the role of the adult in creating a nurturing, sensitive, dynamic and empathetic environment conducive to self-regulation
The resource should help parents and carers understand the importance of early brain development and its link to experiences, attachment, play, and interactions with useful signposting as appropriate.
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