Kirsten Smith

As an ardent advocate for all things early years, I have crafted and honed this passion through eighteen dedicated years in a range of early years settings.

I am currently an early years lecturer at University College Birmingham, where I deliver the Level 2 Early Years Practitioner and Level 3 Early Years Educator courses. I deliver modules through engaging and immersive lectures that facilitate and support learners in a participatory environment to develop their knowledge and teaching skills.

Formerly I have worked across the sector as a self-employed Ofsted registered childminder, family support and safeguarding officer and, most recently, an early years teacher across two local authority maintained nursery schools. I utilise this industry expertise and knowledge alongside students’ own shared experiences on placement to ensure a holistic breadth of understanding in the course content alongside real life experience.

• Roles And Responsibilities of the Early Years Practitioner
• Health And Safety of Babies and Young Children in The Early Years
• Equality, Diversity and Inclusive Practice in Early Years Settings
• Safeguarding, Protection and Welfare of Babies and Young Children in Early Years Settings
• Understand How to Support Children’s Development
• Support Care Routines for Babies and Young Children
• Support the Planning and Delivery of Activities, Purposeful Play Opportunities and Educational Programmes
• Promote Play in an Early Years Setting
• Support Well-Being of Babies and Young Children for Healthy Lifestyles
• Support Babies and Young Children to be Physically Active
• Support the Needs of Babies and Young Children With Special Educational Needs and Disability
• Promote Positive Behaviour in Early Years Settings
• Partnership Working in the Early Years
• Support The Needs of the Child in Preparing for School
• Child Development from Conception to Seven Years
• Children’s Health and Well-Being
• Providing a Safe Environment for Children
• Child Health
• Play and Learning
• Understanding Children’s Additional Needs
• Observation, Assessment and Planning
• Supporting Emergent Literacy
• Supporting Emergent MathematicsPreparing for School Readiness
• International Perspectives
• Reflective Practice for Professional Development
• Professional Partnerships in Early Years