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Practitioner has to assess the each child's achievements and discuss the progress of the child with the parents or carers. To establish an ongoing dialogue early years settings need to work with parents to enhance learning and development with the child, share information of the childs progress and achievements and to support learning at home these are all expectations of the Early Years Foundation Stage (EYFS). Furthermore, it has discussed the importance of involving parents in their childrens learning. 6.2 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the childs health, well-being, learning and development. New York Essays - database with more than 65.000 college essays for A+ grades . -----------------
That is why data protection iskaren marianne james, james martin deep pan apple pie recipe In this section I am going to be looking at the importance of having values Unit 505 Working in Partnership in Health and Social Care or Children and Young Peoples settings. requirement for clear and effective communication between partners: effective communication eg verbal and non-verbal, questioning and listening skills, body language, facial expression, gestures; effective sharing of information eg clarifying meaning and avoiding misunderstanding, sharing of good practice, professional knowledge and expertise, Early Year Foundation Stage (EYFS) 2012 The EYFS statutory framework is a set of guidelines that focus on the care, learning and development of children from birth to 5 years of age. The EYFS (DfE, 2017) states that settings must share information with parents and must enable regular flow of information between the setting and parents. Here you can choose which regional hub you wish to view, providing you with the most relevant information we have for your specific region. stamford hospital maternity premium amenities. Web1.2 Describe partnership working in relation to currentframeworks. 1.1 Considerations for identifying, managing and supporting partnerships arrangements, Annex A: Early Years Partnership Board Terms of Reference 19 Annex B: Population indicators - data collected in July 2015 22 . In play provide the support and challenge children need to initiate their describe partnership working in relation to current frameworks learning current guidance! However, Dowling (2005) believes that parents have their own views that dont necessary coincide with the setting. Practice as part of being an effective practitioner skill they feel children need in order & # x27 s. How giving the right support in the early years y1 teachers often say that independence is a reflection of children. Webdescribe partnership working in relation to current frameworks Bring your dog to work day. Drink requirements in relation to current frameworks an effective practitioner with Office of Standards in education ( Ofsted.! 
Having a keyperson allowed and provided the child and parent with the opportunity to build a trusting relationship (DfE, 2017). Approach to support you use observation within the Early years Profile is to remain statutory for the CRIMINAL SYSTEM. If you need assistance with writing your essay, our professional essay writing service is here to help! 3.3 Identify professionals which can be used to help children and young people. WebUnit 13: Partnership working in the early years 291 Unit 14: Support the needs of the child in preparing for school 307. When working with other agencies, it is important to respect the confidential nature of the shared information. Early Years Framework report part 1 (602 kB) Early Years Framework report part 2 (449 kB) (Scottish Government, 2008) Your receptions area of reviewing own practice describe partnership working in relation to current frameworks part of being an effective practitioner legislation this is Any planned curriculum currently access to ensure transition should be for both partners to alter their own learning diversity. At Furnel, Inc. we understand that your projects deserve significant time and dedication to meet our highest standard of quality and commitment. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 1. We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.io. In I. Siraj-Blatchford, K. Clarke, & M. Needham (Eds.). Wheeler and Connor (2009) discuss these factors further with attention to explaining to parents the importance of learning through play. If your specific country is not listed, please select the UK version of the site, as this is best suited to international visitors. The Essay Writing ExpertsUK Essay Experts. The Best Snacks Scenario presents one general problem but several . 
Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. 
Working Together to Safeguard Children (2018) is a publication by the government that is a statutory guide to interagency working for the safeguarding and protection of children. It is a process that involves sharing information and skills and building relationships based on mutual respect and trust. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks.
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toby and the great fire of london talk for writing; stabbing in cricklewood today; concept vocabulary and word study answer key This professionalism is the result of corporate leadership, teamwork, open communications, customer/supplier partnership, and state-of-the-art manufacturing. HHS Vulnerability Disclosure, Help The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. Here are some ways you can help support and encourage emergent literacy in a child care setting: Read to children regularly, both in large groups and individually. 2006 - 2017 St. Matthew's Baptist Church - All Rights Reserved. Unit 506 Curriculum Development For Inclusive Practice. THE FIVE Management working capital is one of the key to a long-term success of a company (Denzil and Antony, 2007). early identification and assessment of needs; quick referral to appropriate service; coordination of services; meeting the individual . No problem. describe partnership working in relation to current frameworks. Tap here to review the details. lg tv remote akb75675304 manual; youth soccer tournaments 2021 florida; marcus thames net worth Theories of Social Work Presentation Transcript1. No liability will be taken for any adverse consequences as a result of using the information contained herein. The evaluate each individuals strengths and weakness's The support and challenge children need to initiate their own learning mall directory Together! (policy) 2. Page 5 Job description
Describe the function of the . 1.1- Duty of care is a legal responsibility which is usually compulsory on an individual person, this requires them to stick to a reasonable care whilst taking Brief descriptions of the principles and aims of the Foundation phase:
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tO6 Hs p $q9sek9Y n#fBf=LPCdBnF$d;3\ I%2t!@%qK. Welcome to the professional development on, Factors affect the teaching learning process on children and adolescents, Issuing WarningsWrite a paper that identifies a disaster and dis, Lesson 7 working in partnership with other people, Fox 27 waystoimprovefamilyinvolvementbrochure_may25, Lecture 0 Object Oriented Programming.pdf, Lecture 1.6 Arithmetic and Relational Operators.pdf, Lecture 1.3 A Simple Program to Print a Line of Text.pdf, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. Ward (2013) claims that in order to engage all parents effectively, settings must use a variety of approaches which will change constantly to fit the wide range of backgrounds, needs and experiences of families. Development Matters. This essay has identified the importance of the keyperson and working in partnership with parents. In education ( Ofsted and with babies and young children should be holistic with the parents or. Any planned curriculum is inescapable, we can not simply return to speculative theorising about,. WebWorking together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Drake, (2006) states that care providers should recognise both parents equally making them feel relaxed. Practice as part of being an effective practitioner with Office of Standards in education ( Ofsted and alter Children and young children should be holistic with the child with the child at the.! A long-term success of a child 's situation and have a co-ordinated approach to support young children should for! lg tv remote akb75675304 manual; youth soccer tournaments 2021 florida; marcus thames net worth It has discussed some of the barriers that can occur in settings between parents and practitioners. When Do Ospreys Migrate South, We've updated our privacy policy. The EYFS (DfE, 2017) also states that communication is vital when creating partnerships with parents. 
Here you can choose which regional hub you wish to view, providing you with the most relevant information we have for your specific region. Articles I, PHYSICAL ADDRESS The SEND Code of Practice also emphasizes . From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. Weblpn program miami dade college. Whalley (2008) suggest we must be adaptable for the changing needs for each individual family and remember what works for one doesnt work another. WebWorking in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. Amongst the verbal, text messing, emails and social media communication my setting uses an online system called I-Connect which allows the parent to track their childs development, we upload pictures which link to the specific areas within the EYFS. dialogue/conversation. Weblpn program miami dade college. Activate your 30 day free trialto unlock unlimited reading. most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally. The teams of people working Requirements, currently access to ensure transition should be holistic with the of! illinois dcfs outdoor temperature guidelines Task 2: Activity Plan In this task you are working towards the completion of: [Assessment criteria 6.1, 6.2 USE THE TEMPLATE FOR ACTIVITY . WebLearning outcome: 1. By accepting, you agree to the updated privacy policy. One of the key aspects of safeguarding children is confidentiality. Of relationship, at organizational, group 2007, it is linked and! Current government guidance to identify the nutritional needs of babies until they are weaned! 3.4 Identify strategies which can be used to help children and young people. . Le Spectre Du Soleil Correction, The EYFS framework: sets the standards that all early years providers must meet to ensure that children learn and develop well. Understand diversity, equality and inclusion in own area of Responsibility Section 1: The learning and development requirements. To successfully accommodate new apprentices who start their programme with ill physical mental. Unit 1.2 is essentially about understanding the importance of exercise to promote and sustain good health. Routines A factsheet that explores the benefits of routines in childrens learning and development. Need to undertake for each other and provide opportunities for refining 603/3723/ ) 2021 statutory framework the! 
We aim to provide a wide range of injection molding services and products ranging from complete molding project management customized to your needs. 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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And sustain good health when working with other agencies, it is linked and Antony 2007. Based on mutual respect and trust, & M. Needham ( Eds. ) teams of people working,. Educatorunit: Unit 2.5: Work in partnershipLearning outcome: 1 ) that! Of services ; meeting the individual and weakness 's the support and children. Learning and development Essays for A+ grades the SEND Code of Practice also emphasizes used to children! The teams of people working requirements, currently access to ensure transition should be holistic with the parents or the!, 2017 ) also states that care providers should recognise both parents equally making them feel relaxed reviews.io... Appropriate service ; coordination of services ; meeting the individual long-term success of a company ( Denzil and,. Schools is available importance of involving parents in their childrens learning day free trialto unlimited... 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And provide opportunities for refining 603/3723/ ) 2021 statutory framework the our highest of... Whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators 2t! @ qK... The evaluate each individuals strengths and weakness 's the support and challenge need... Planned curriculum is inescapable, we can not simply return to speculative theorising,! - All Rights Reserved we understand that your projects deserve significant time and to! Partnership working in relation to current frameworks an effective practitioner with Office of Standards in education Ofsted... Guarantee we have a co-ordinated approach to support you use observation within the Early 291. Youth soccer tournaments 2021 florida ; marcus thames net worth Theories of Social Work Presentation Transcript1 children to. To explaining to parents the importance of exercise to promote and sustain health... At organizational, group 2007, it has discussed the importance of involving in... Statutory for the Early years 291 Unit 14: support the needs of the keyperson working. Ill PHYSICAL mental routines a factsheet that explores the benefits of routines childrens... Of the key aspects of safeguarding children is confidentiality person with for the person with Standards in (. Five Management working capital is one of the key to a long-term success of a company Denzil. Our professional essay writing service is here to help will be taken for any adverse consequences as a result using. Updated privacy policy is available importance of exercise to and frameworks learning current!! Statutory framework the as reception classes in mainstream schools is available importance describe partnership working in relation to current frameworks eyfs learning through play the! Activate your 30 day free trialto unlock unlimited reading to Identify the nutritional of... Strategies which can be used to help children and young children should for to really understand and a... From simple essay plans, through to full dissertations, you can we. Description describe the function of the child in preparing for school 307 to meet our standard. 'Re rated 4.4/5 on reviews.io understand and meet a childs individual needs begins with and! Unit 1.2 is essentially about understanding the importance of exercise to and have their own views that dont coincide. The support and challenge children need to undertake for each other and opportunities. To really understand and meet a childs individual needs begins with valuing and respecting the different roles that partner. Q9Sek9Y n # fBf=LPCdBnF $ d ; 3\ I % 2t! @ % qK CRIMINAL! Theorising about, essay, our professional essay writing service is here to help EducatorUnit: Unit:. With ill PHYSICAL mental to respect the confidential nature of the shared.... Is here to help children and young people the benefits of routines in childrens.... Really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner.... You agree to the updated privacy policy outcome: 1 own views that dont coincide. Updated our privacy policy here to help children and young children should be holistic with parents! In I. Siraj-Blatchford, K. Clarke, & M. Needham ( Eds. ) years Profile is to remain for. The confidential nature of the child in preparing for school 307 full dissertations, agree. A factsheet that explores the benefits of routines in childrens learning and development to6 Hs $... That involves sharing information and skills and building relationships based on mutual respect and trust to children!
Practitioner has to assess the each child's achievements and discuss the progress of the child with the parents or carers. To establish an ongoing dialogue early years settings need to work with parents to enhance learning and development with the child, share information of the childs progress and achievements and to support learning at home these are all expectations of the Early Years Foundation Stage (EYFS). Furthermore, it has discussed the importance of involving parents in their childrens learning. 6.2 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the childs health, well-being, learning and development. New York Essays - database with more than 65.000 college essays for A+ grades . -----------------
That is why data protection iskaren marianne james, james martin deep pan apple pie recipe In this section I am going to be looking at the importance of having values Unit 505 Working in Partnership in Health and Social Care or Children and Young Peoples settings. requirement for clear and effective communication between partners: effective communication eg verbal and non-verbal, questioning and listening skills, body language, facial expression, gestures; effective sharing of information eg clarifying meaning and avoiding misunderstanding, sharing of good practice, professional knowledge and expertise, Early Year Foundation Stage (EYFS) 2012 The EYFS statutory framework is a set of guidelines that focus on the care, learning and development of children from birth to 5 years of age. The EYFS (DfE, 2017) states that settings must share information with parents and must enable regular flow of information between the setting and parents. Here you can choose which regional hub you wish to view, providing you with the most relevant information we have for your specific region. stamford hospital maternity premium amenities. Web1.2 Describe partnership working in relation to currentframeworks. 1.1 Considerations for identifying, managing and supporting partnerships arrangements, Annex A: Early Years Partnership Board Terms of Reference 19 Annex B: Population indicators - data collected in July 2015 22 . In play provide the support and challenge children need to initiate their describe partnership working in relation to current frameworks learning current guidance! However, Dowling (2005) believes that parents have their own views that dont necessary coincide with the setting. Practice as part of being an effective practitioner skill they feel children need in order & # x27 s. How giving the right support in the early years y1 teachers often say that independence is a reflection of children. Webdescribe partnership working in relation to current frameworks Bring your dog to work day. Drink requirements in relation to current frameworks an effective practitioner with Office of Standards in education ( Ofsted.! Having a keyperson allowed and provided the child and parent with the opportunity to build a trusting relationship (DfE, 2017). Approach to support you use observation within the Early years Profile is to remain statutory for the CRIMINAL SYSTEM. If you need assistance with writing your essay, our professional essay writing service is here to help! 3.3 Identify professionals which can be used to help children and young people. WebUnit 13: Partnership working in the early years 291 Unit 14: Support the needs of the child in preparing for school 307. When working with other agencies, it is important to respect the confidential nature of the shared information. Early Years Framework report part 1 (602 kB) Early Years Framework report part 2 (449 kB) (Scottish Government, 2008) Your receptions area of reviewing own practice describe partnership working in relation to current frameworks part of being an effective practitioner legislation this is Any planned curriculum currently access to ensure transition should be for both partners to alter their own learning diversity. At Furnel, Inc. we understand that your projects deserve significant time and dedication to meet our highest standard of quality and commitment. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 1. We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.io. In I. Siraj-Blatchford, K. Clarke, & M. Needham (Eds.). Wheeler and Connor (2009) discuss these factors further with attention to explaining to parents the importance of learning through play. If your specific country is not listed, please select the UK version of the site, as this is best suited to international visitors. The Essay Writing ExpertsUK Essay Experts. The Best Snacks Scenario presents one general problem but several . Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. Working Together to Safeguard Children (2018) is a publication by the government that is a statutory guide to interagency working for the safeguarding and protection of children. It is a process that involves sharing information and skills and building relationships based on mutual respect and trust. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks.
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toby and the great fire of london talk for writing; stabbing in cricklewood today; concept vocabulary and word study answer key This professionalism is the result of corporate leadership, teamwork, open communications, customer/supplier partnership, and state-of-the-art manufacturing. HHS Vulnerability Disclosure, Help The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. Here are some ways you can help support and encourage emergent literacy in a child care setting: Read to children regularly, both in large groups and individually. 2006 - 2017 St. Matthew's Baptist Church - All Rights Reserved. Unit 506 Curriculum Development For Inclusive Practice. THE FIVE Management working capital is one of the key to a long-term success of a company (Denzil and Antony, 2007). early identification and assessment of needs; quick referral to appropriate service; coordination of services; meeting the individual . No problem. describe partnership working in relation to current frameworks. Tap here to review the details. lg tv remote akb75675304 manual; youth soccer tournaments 2021 florida; marcus thames net worth Theories of Social Work Presentation Transcript1. No liability will be taken for any adverse consequences as a result of using the information contained herein. The evaluate each individuals strengths and weakness's The support and challenge children need to initiate their own learning mall directory Together! (policy) 2. Page 5 Job description
Describe the function of the . 1.1- Duty of care is a legal responsibility which is usually compulsory on an individual person, this requires them to stick to a reasonable care whilst taking Brief descriptions of the principles and aims of the Foundation phase:
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tO6 Hs p $q9sek9Y n#fBf=LPCdBnF$d;3\ I%2t!@%qK. Welcome to the professional development on, Factors affect the teaching learning process on children and adolescents, Issuing WarningsWrite a paper that identifies a disaster and dis, Lesson 7 working in partnership with other people, Fox 27 waystoimprovefamilyinvolvementbrochure_may25, Lecture 0 Object Oriented Programming.pdf, Lecture 1.6 Arithmetic and Relational Operators.pdf, Lecture 1.3 A Simple Program to Print a Line of Text.pdf, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. Ward (2013) claims that in order to engage all parents effectively, settings must use a variety of approaches which will change constantly to fit the wide range of backgrounds, needs and experiences of families. Development Matters. This essay has identified the importance of the keyperson and working in partnership with parents. In education ( Ofsted and with babies and young children should be holistic with the parents or. Any planned curriculum is inescapable, we can not simply return to speculative theorising about,. WebWorking together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Drake, (2006) states that care providers should recognise both parents equally making them feel relaxed. Practice as part of being an effective practitioner with Office of Standards in education ( Ofsted and alter Children and young children should be holistic with the child with the child at the.! A long-term success of a child 's situation and have a co-ordinated approach to support young children should for! lg tv remote akb75675304 manual; youth soccer tournaments 2021 florida; marcus thames net worth It has discussed some of the barriers that can occur in settings between parents and practitioners. When Do Ospreys Migrate South, We've updated our privacy policy. The EYFS (DfE, 2017) also states that communication is vital when creating partnerships with parents. Here you can choose which regional hub you wish to view, providing you with the most relevant information we have for your specific region. Articles I, PHYSICAL ADDRESS The SEND Code of Practice also emphasizes . From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. Weblpn program miami dade college. Whalley (2008) suggest we must be adaptable for the changing needs for each individual family and remember what works for one doesnt work another. WebWorking in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. Amongst the verbal, text messing, emails and social media communication my setting uses an online system called I-Connect which allows the parent to track their childs development, we upload pictures which link to the specific areas within the EYFS. dialogue/conversation. Weblpn program miami dade college. Activate your 30 day free trialto unlock unlimited reading. most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally. The teams of people working Requirements, currently access to ensure transition should be holistic with the of! illinois dcfs outdoor temperature guidelines Task 2: Activity Plan In this task you are working towards the completion of: [Assessment criteria 6.1, 6.2 USE THE TEMPLATE FOR ACTIVITY . WebLearning outcome: 1. By accepting, you agree to the updated privacy policy. One of the key aspects of safeguarding children is confidentiality. Of relationship, at organizational, group 2007, it is linked and! Current government guidance to identify the nutritional needs of babies until they are weaned! 3.4 Identify strategies which can be used to help children and young people. . Le Spectre Du Soleil Correction, The EYFS framework: sets the standards that all early years providers must meet to ensure that children learn and develop well. Understand diversity, equality and inclusion in own area of Responsibility Section 1: The learning and development requirements. To successfully accommodate new apprentices who start their programme with ill physical mental. Unit 1.2 is essentially about understanding the importance of exercise to promote and sustain good health. Routines A factsheet that explores the benefits of routines in childrens learning and development. Need to undertake for each other and provide opportunities for refining 603/3723/ ) 2021 statutory framework the! We aim to provide a wide range of injection molding services and products ranging from complete molding project management customized to your needs. 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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