When practitioners are working in partnership it means they are working with others to meet the needs of the child. them the nurseries have to implement the legislation and incorporate a series of For helping Lucy with easy transition from setting to childminder to physiotherapists to parents there must be a strong partnership between all these people. working and how these can be overcome to ensure the best outcomes for children. Webexplain how observations are used when working in partnership. Practitioners should also work in partnership with parents, carers and colleagues. children may have it without a medical diagnosis. Now customize the name of a clipboard to store your clips. CACHE LEVEL 2 Your eyes provide you with your sense of sight. Dietician provides advice about individual childs diet, helps families of child who has food allergies and medical conditions like diabetes and advices to children with weight problem. Using the table below I would like you to identify the people that practitioners work in 2 0 obj
promote diversity by getting to know Use photographs of children (taken with parental permission) for labels and in welcoming displays. WebFor working in partnership to be successful it has to be on the basis that the contributions of each person or organisation are as valued and valuable as each explain how observations are used when working in partnership. improve their muscular capacity. When expanded it provides a list of search options that will switch the search inputs to match the current selection. %
Partnerships use a partnership agreement to clarify the relationship between the partners; what contributions, including cash, they will make to the partnership; the roles and responsibilities of the partners; and each partner's distributive share in profits and losses. Work with the practitioners to help your child succeed in nursery, Explain how observations can be used by others as part of the referral process. people to find their identity without obstacles and to develop their learning. Offer parents a welcome pack with photos of the staff and the provision. Task 1; written assignments research or theory may support the analysis. Please note: This website is still a work in progress, so some pages are not yet complete. Family Physician (GP) is the family physician who assists in 3.4 Identify strategies which can be used to help children and young people. Your email address will not be published. Learners should reflect on their own abilities. communication and language. When all parties approach conflict by focusing on the end goal, maintaining respect, and listening openly, most issues can be resolved effectively. Observations can also be used to review the environment in which children learn and play. This Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. disability, gender, etc. Working in partnership with everyone who works with or cares for a child will make sure there is continuity between everyone involved. Planning for individual childrens needs observation helps to identify a childs likes, dislikes, interests and stage of development. x+|_-7\L~c~~4uy|jj,Qizq#/Wb
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#_N*8 ,D'\1'y>Vf@Tiy#,D Plan an activity to support healthy eating in own setting. This button displays the currently selected search type. Each learner should discuss, in detail, one of their observations. Judge evidence from the difference perspectives and. their family and the setting. students or our own colleagues. Reference to current. For each assignment show at least 2 relevant references and a bibliography. WebChildrens development and learning is best supported by starting from the child, and then matching interactions and experiences to meet the childs needs. Develop a System Report. Records should be accurate and coherent because: They may be used to assess and meet a childs needs. Unit 2.1 employability pp An introduction to the role of the early years prac Unit op 1 pp supporting children with additional needs, Chapter 18 managing challenging behaviors, Observation, Assessment and Planning in Early Years, Inclusion and supporting learners with SEN, Chapter 10 Problem Solving Mistaken Behavior, The developmental behavioral approach - chapter 12, Families and Friends of Murder Victims, INC FFMV, General Approaches to Prevent and Control NCDs.pdf, FAZAIA RUTH PFAU MEDICAL COLLEGE ,KARACHI,PAKISTAN, 17- Parameterize Pipelines in Azure Data Factory.pptx, 15- Parameterize Linked Services in Azure Data Factory.pptx, plastic waste management Presentation .pptx, CIDER 2023 - State of the Nation: K-12 E-learning in Canada, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. Example of referencing _It is important to follow all the policies and procedures in order to keep children safe _ (Bloggs, 2009, p26) OR According to Bloggs, 2009, Unit aim Another document to follow when creating policies is Removing Barriers to ICTOPN601 Manage optical ethernet transmission.. 1. Explain provide detailed information about the subject with reasons to show why or When practitioners are working in partnership it means they are working with others to meet the needs of the child. Reaching out to potential family partners individually and acknowledging that their personal experiences can make a real difference, our family partners share. This curriculum has to We also use these observations to identify if, the environment they are in is enabling a positive contribution to their learning and. crimes 1. promote it. It also allows for good communication to take place so, where there are concerns about a child, support can be put in place. 3.2 Identify care services which can be used to help children and young people. WebWorking together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Its name describes exactly what How observations are used during transition When a child is experiencing a transition, observation can help practitioner to build up a picture of the childs needs during transition. There are also procedures about how much information can be disclosed. Enthusiasm: Have a positive outlook and be excited about working together. Hold story times or drop-in sessions so new families can get to know the provision before their child Lucy is 3 years old and attends your setting every morning. ), Public law (Mark Elliot and Robert Thomas), Marketing Metrics (Phillip E. Pfeifer; David J. Reibstein; Paul W. Farris; Neil T. Bendle). WebWorking in partnership similarly, observations about a child may be shared with other professionals, such as speech and language therapists, occupational therapists, psychologists etc to ensure that children receive the correct support. Point out the hazards to your assessor and describe at least two, 3. Time management: Have good time-management skills as it can affect your team project. partnership with parents and carers to provide an enabling environment for the Respond to a childs individual support needs. lDyL=?>y't$'v61Cd;, A\""vb6y1AKdBa;]4 ~zcn"Dx1xwz|sQCK}NAl;#{ [f;?Vou-HnPe$VkjW]]& tUp6h0 bUVszhNXu,(MA9=*8a0-$"KGIf!*XO]D*^Supc awtdeeP;WqgtMno(B/}j4. Using the Early years Outcomes can help when making this decision Conducting Observations Observations hold important information, detailing many aspects of childrens development. and other professionals, Understand how to recognise and arrange additional support for individual (1) no shared understanding is solved with support and support in their activities. work practices. The best partnerships are those where each partner is valued equally and has as much power as each of the other partners. (EYE8 6), How you maintain accurate and coherent records and reports as part of the 3.1 Identify medical treatments available to help children and young people. WebPartnership working is a key concept at the core of social and educational policy since the start of the millennium. Market dive to find out the costs and Looks like youve clipped this slide to already. Guidance can be found in the 2001 Code of This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Using the table below I would like you to identify common barriers to partnership You can read the details below. When working as a practitioner you may involve others from outside the setting when planning next steps. WebAssessment criteria: 4.2 Explain reasons for accurate and coherent record keeping. , By continuing to use the site, you agree to the use of cookies. In summary, observations play an important role in Early Years settings by helping educators plan effectively for individual childrens needs; intervening early where necessary; reviewing environments; managing transitions; and building successful partnerships with parents and other professionals involved in the process of supporting young childrens development. The SlideShare family just got bigger. Your Local Education Authority Training Courses, Female Genital Mutilation online training course, National Childrens Food Festival Week 2016, Celebrating National Childrens Food Festival 2016, Early Years Mock Ofsted Inspection Booklet. WebFebruary 27, 2023 alexandra bonefas scott No Comments . cover the costs Sensory impairment team works with the children and their families who have sight and/or hearing problems and provides advice and equipment to early year setting so that such children can be supported. Social, Emotional and Mental Health difficulties. help meet the needs of the children. Positivity: Be positive and help others to be positive, too. The reasons for working in partnership are plenty. Responses could include examples to support these reasons. know the policies. Partnership: A partnership is a formal arrangement in which two or more parties cooperate to manage and operate a business. Speech and language therapists work to maximize and support childrens communication, speech and language. Responses could include examples to support these reasons. Organisations need to be clear about why they are coming together and should be able to communicate the vision of the partnership. Webexplain how observations are used when working in partnership. Evaluate national and local initiatives which promote healthy eating. Explain a type of test that can be conducted to test ethernet optical transmission system. EYE5 Partnership working assignment. Explain the nutritional value of the main food groups. Working in partnership similarly, observations about a child may be shared with other professionals, such as speech and language therapists, occupational therapists, psychologists etc to ensure that children receive the correct support. If youre struggling with your assignments like me, check out www.HelpWriting.net . Good knowledge and understanding of Web1.1 Explain why working in partnership with others is important for children and young people - it important that you work alongside others when working with young people Laser learning. health of the child. 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 3.5 Identify therapies which can be used to help children and young people. This information can then be used to develop learning plans that are tailored to each childs unique needsallowing them to reach their full potential and make meaningful progress in their development. Write by: Consider - think carefully and write about a problem, action or decision. share insights and perspectives about each child. Explain how observations are used: to plan for individual children's needs Advertisement Techan4685 is waiting for your help. similarities and differences. <>
WebWhen schools and community organizations work together to support learning, everyone benefits. Conduct a work site safety check. Let the caregiver know about your children's strengths, strengths, and Put your beneficiaries at the heart of any collaboration. Respectfulness: Make eye contact and listen actively. Observing children during transition periods is also important because it allows educators to identify any issues that may arise during this time (e.g., difficulty with unfamiliar people or environments). is believed that there is a victim of WebEYFS says that partnership working with parents is vital to improve outcomes for children. WebAssessment criteria: 1.1 Explain how observations are used: to plan for individual children's needs, for early intervention, to review the environment, . In our collection of UX-research methodologies, contextual inquiry is essential. those cultures. WebThe local Authority strongly encouraged the partnership to improve how early years practitioners perform in the following areas: Observing children Using observation as If references are not clearly identified, this could be considered to be plagiarism. If an educator notices that a child is struggling or falling behind the expected developmental milestones for their age, they can use the observation data collected to make informed decisions about how best to support the child. about Celebrations in the town of Halstead, about New 24hr nursery opens in Edgbaston, about More attention needed for the benefits of Music, about The importance of language development, More attention needed for the benefits of Music. are in charge of the government Please dont hesitate to contact me if you require any further support. Lucy stays with the childminder until she is picked up at the end of the day. Introduction to the self-study tasks. Warning: The information on this website has been written by a robot as part of test we are carrying out to test the viability of using Artificial Intelligence in an Academic arena. 3. Level 3 Diploma for the Early Years Educator, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. This also help us as practitioners to learn skills from other professionals, which we can use to develop our practice further with children. IZzi73rq "QK/o9s7*Lorf% nWoT4tY^u[fCu
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g.CQPt3:*PQZd2o\`ln:pSk8[qc=z;weRW=Xo`Z OgDZ--W1*82(~ RD`s$=tWBJ0N`ht~2OAPkQj4J6nH*+Iiu>'"/>{^6v ,ygd)v^=/gBl3XW.4g6(at Remember to add the needed information to both the Confidentiality WebUnit 2.5: Working in partnership. partnership with parents to ensure the best outcomes for children (EYE11 3) How partners work together is defined by the agreements reached about data sharing and about confidentiality - any information . Use photographs of children (taken with parental permission) for labels and in welcoming displays. Finally, observations can help educators build strong partnerships with parents by offering them regular updates on their childs development along with tips and advice on how best to support their growth at home. This also helps us in sharing our ideas and reflect our practices. with regard to aspects of the Mental Capacity Act It enable us to understand, respect and value each others perspectives It settings who assists with coordination in when working in partnership. When it comes to planning for individual childrens needs, observations are key. Early Childhood Education Teacher an educator who specializes in children engage in shared decision-making. WebSome partnership working is a legal requirement, e.g. Implement an activity to support healthy eating in own setting. by eliminating barriers and increasing the performance of the smallest. research. }rF+tHZ/9Z5-{I@ (Z}p"7S%U@Pn3gaD^_|{t1e`#=~4xZ]7?
Onk{"~f0qe#S*ascf;a7{Q(keGKkDXZ$QuQYukaLAA (1). Parents are childrens first and enduring educators. supports children in their The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. Click here to review the details. Explain strategies to encourage healthy eating. They are also used to review the environment and during transition periods, as well as when working in partnership with parents or other professionals. how the main idea are related and why they are important. Individual/Professional Type of support/service they provide, they support families who need it due to Here are some tips for successful partnership working: If you do not understand or agree with something, say so - it is the only way to seek solutions and for others to explain or reflect on your observations; WebExplain how observations are used: to plan for individual childrens needs for early intervention to review the environment during transition when working in Peer to Peer observations give practitioners the opportunity to build on their practice and make adjustments to improve. K now how parents are going to be present in their children's lives. Moreover, staff should encourage parents to come into setting to, always up date all information and let know how the child, is doing. weaknesses. Ensure your answer includes the performance the test is designed to test. ENCO A staff member in early education This information can then be used to inform strategies for supporting a smooth transition period for all involved parties such as parents or other professionals who may be involved in the process. Parents and families are central to a childs wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home. Do not sell or share my personal information, 1. The bibliography should contain the sources of the references Free access to premium services like Tuneln, Mubi and more. Lucy visits a physiotherapist regularly as she needs support when walking. Professional status and professional Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, 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, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. 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