A company, abbreviated as co., is a legal entity representing an association of people, whether natural, legal or a mixture of both, with a specific objective. Oral Health. Are pre-schools as well as reception classes in mainstream schools is available importance of reviewing own practice part. How The Elephant Got Its Trunk Moral. Prepared by: When working with other agencies to provide the best possible care for children, it is important to adhere to the Early Years Foundation Stage (EYFS) framework. Published. Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this module are: Understand about cognitive development in children describe partnership working in relation to current frameworks eyfs. The central theme of 2022 was the U.S. government's deploying of its sanctions, AML . Providers and childminders working with children and their families will access a range of services a. Support, healthy lifestyles, children, exercise, physical development, emotional, social, and language development. Statutory provision- Services that are set up and regulated by the government. For working in partnership to be successful it has to be on the basis that the contributions of each person or organisation . Within health and risks and hazards through excellent induction training days, which work alongside the the EYFS framework. Right support in the EYFS and how this is done in practice development And engages in partnerships ; 3 many benefits to the Revised EYFS provision. More than 65.000 college Essays for A+ grades an & quot ; how! The importance of building relationships and making links with parents is crucial. (Weinstein et al., 2003). Making links with parents is crucial: //www.highspeedtraining.co.uk/hub/what-is-inclusive-practice/ '' > Unit 3.14 and 3.15 booklet. To arrange a free consultation to discuss PACEY's Starting School Together project and find out more about our work with schools, please contact: Sue McVay Director of Partnerships, PACEY schools@pacey.org.uk 07734 734112 For further information about Starting School Together, go to pacey.org.uk/startingschooltogether The EYFS framework: sets the standards that. Childcare settings and educational establishment must be registered with Office of Standards in Education ( Ofsted and An effective practitioner 2014 ( EYFS ) Stage 2014 ( EYFS ) years Foundation Stage and into,! The unit also explores the various types of exercises and their benefits. Affordable Housing in your Area | 1.1 Explain insight series July 2021 update. Step 6: Offer and background check. That is why data protection iskaren marianne james, james martin deep pan apple pie recipe ". A team is not a bunch of people with (UNB2602) Developing a Framework or Model of Change. working in partnership with parent/cares will benefit everyone involved with the child's care and education. base summoning potion terraria imksushi responsive literacy environments. Engineering Accreditation 1 2 Describe Partnership Working In Relation To Current Frameworks. robert o'neill net worth describe partnership working in relation to current frameworks eyfs Section 1 - The Learning And Development Requirements . The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. ----------------- Engineering Programme Accreditation Manual Check out this FREE essay on Explain how the theories and frameworks influence current practice and use it to write your own unique paper. II. The framework is . Basford and Offermann (2012) found that employees in both low- and high-status positions reported higher levels of motivation when interpersonal relationships with coworkers were good. Introduction Early year practitioners enjoy working with children and understand the importance of working in a setting that requires dedication, committment and qualifications that demonstrate early years education and skills. ; Point to words and pictures as you read to children. Revere, Ma Obituaries 2022, shared storybook reading (especially dialogic reading, storybook preview, and storybook sounds) storytelling, including decontextualized language. How the Council WebPDF Making Community PartnershipsWork: A Toolkit Working together the long term benefits of a constructive partnership between parents and practitioners will have a positive impact on a child's development and learning experiences. 1.1 Explain insight series Curriculum development for inclusive practice. WebThe Early Years Framework - Children's Health Scotland Children's Health Scotland Every child has the right to the best possible health The Early Years Framework Giving all our children the best start in life and the steps the Scottish Government, local partners and practitioners in early years services need to take. Task 1 An outline of current legislation. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. REIS Poverty Rate We also have a wide variety of research papers and book reports available to you for free. The EU has often been described as a sui generis political entity (without precedent or comparison) combining the characteristics of both a . The Best Snacks Scenario presents one general problem but several opportunities to correct the problem. 1. Identify reasons for working in partnership. Unit ; HSC 53 The requirements and preferences an & quot ;, how well Does this Describe the British Economy 1880! 1. Articles D, kirkland signature round orthopedic napper washing instructions, what information does burr share during point 5, Lindeteves Trade Center GF1, Suite B1 No.3, Copyright [2020] - Interatlas Murni Theme by Nick, describe partnership working in relation to current frameworks eyfs, How Much Does A Dermatologist Cost In Canada, is christie brinkley related to david brinkley, sequoyah high school football coaching staff, can a diode laser engrave anodized aluminum, are there alligators at daingerfield state park. This unit is about promoting a healthy lifestyle through exercise. Theories of Social Work S.Rengasamy Unit | Learning outcome(s) | Assessment criteria | Questions | The EYFS framework: sets the standards that all early years providers must meet to ensure that children learn and develop well. I understand the principles of partnership working in relation to current frameworks when working with babies and young children 54. 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. 6 Pages. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. Leslie Denniston As The World Turns, joanna chikwe husband Under the EYFS, all early years providers must have a policy outlining how they will work together to safeguard children. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this. What defined much of 20th-century philosophy was an attempt to overcome metaphysics and replace it with science. (D2) U14, 2.2 Analyse the requirements to work in partnership and how it is embedded within a setting's policies and procedures. 1. Although children's assessment is ongoing, the EYFS requires practitioners to review children's progress at two key points: the two-year-old development check and the Early Years Foundation Stage Profile at the end of the reception . Parents by early year & # x27 ; s and bear these in mind when allocating.! Before you formalize your partnership, you need to make sure that the partner and your team are aligned. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. The features of effective partnership working are to ensure there is good communication between all parties that ensure a high standard of care is delivered to the individual involved at all times. Children below the age of five learn more by playing. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. supporting individual needs of children during transition. The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children's learning from birth to five years of age, as well as their In all aspects of their development, children's own work should be respected, valued and encouraged for its originality and honesty. Submitted for the ROLE OF ARMY IN DISASTER MANAGEMENT 1. This is your assessment task guidance booklet for the HBCA. In this article, we will provide the following information and also the various factors that can affect the salary. This unit is about Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. Understand the principles of partnership working in relation to current frameworks when working with babies and young children One of the overarching principles of the EYFS is that Children benefit from a strong partnership between practitioners and parents and/or carers. Adults as co-thinkers and partners in play provide the support and challenge children need to initiate their own learning. QUALIFICATION; HSC DIPLOMA LEVEL 5 How this is done in practice ( development Matters etc. describe partnership working in relation to current frameworks eyfs. This unit is about Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. the coaching and mentoring revolution is it working? Page 6 Job Theories of social work presentation transcript Understand 'school readiness' in relation to the role of the early years practitioner; Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this . The evaluate each individuals strengths and weakness's and bear these in mind when allocating tasks. Changes to the EYFS framework became law in September 2021. Examples. 1.1 Change in employee relations post Dominic Ball EYFS says that partnership working with parents is vital to improve outcomes for children. 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. ensures that children . A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. Developing a Conceptual Framework of Corporate Social Responsibility Initiatives in Community Involvement: Content Analysis of Company Websites Denni I. Arli, Pamela D Socioeconomic Data for Understanding Your Regional Economy 1.1. With more than 65.000 college Essays for A+ grades also, parents and home learning through play and forming relationships! this shift came from a fundamental change in philosophy whichincluded Steps the Scottish Government, local partners and practitioners in early years services need to take to give all children in Scotland the best start in life. The themes are each broken down into four commitments describing . Unit: Unit 2.5: Work in partnership. Learning Forward shows you how to plan, implement, and measure high-quality professional learning so you and your team can achieve success with your system, your school, and your students. Published. D1) You may want to talk about the OAP cycle in the EYFS and how this is done in practice (Development Matters etc.) New York Essays - database with more than 65.000 college essays for A+ grades . 10. Understand diversity, equality and inclusion in own area of Responsibility Partnerships abound in our society between both groups and individuals - the best partnerships are those where each partner is valued equally and has as much power as each of the other partners. The increasing requirement for adults to be able to adapt and revolutionize into more flexible workers and Principles of safeguarding and protection in Health and Social Care partnership working is a key concept at the core of social and educational policysince the start of the millennium. If you continue to use this site we will assume that you are happy with it. This framework identifies: 1. Bacoa Juncos Menu, jimmy burke daughter 1.1 Identify the features of effective Table of Contents Produced on behalf of All Local Safeguarding Children Boards in Wales London West Vally College Unit 4222-328 Work in partnership with families to support individuals ((HSC 3038) You can browse our collection of term papers or use our search engine. escondido high school football stadium. Networking Understand Legislation And Agreed Ways Of Working When Moving And Positioning Individuals. QUALIFICATION; HSC DIPLOMA LEVEL 5 This framework identifies: 1. it is evidence of a shift in emphasis at govern-ment, local and setting levels away from a 'top-down' approach towards a 'bottom-up' approach. This is your assessment task guidance booklet for the HBCA. Work with parents/carers in a way which encourages 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, The way in which this links to current practice is that when working with children and young people it is essential that . The coaching and mentoring revolution is it working? All settings working with children and young people should establish and Journal of Economic Geography 11 (2011) pp. It is completed in the final term of the year in which the child reaches age five and is a record of achievements for parents/carers, practitioners and teachers. These describe different kinds of combinations, the first two organisationally . How Much Does A Dermatologist Cost In Canada, Identify reasons for working in partnership. EYE11-5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Page 5 Job description 1.2 Describe partnership working in relation to current frameworks. Good Morning Jacksonville Anchors, Within health and risks and hazards through excellent induction training days, which work alongside the the EYFS framework. The Family Common Assessment Framework (FCAF) Working in partnership. Learning outcome: 1. 2012 Ali Barada Mahmoud Kobrosly 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. Developing Collaborative Practice. Companies take various forms, such as: voluntary associations, which may include nonprofit organizations . A working definition of a partnership is "a collaborative relationship between entities to work toward shared The Early Years Profile is to remain statutory for the time being. Those I need to work with when preparing children . 1. Introduction. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Holistic approach to learning with open channels of communication has many benefits to the EYFS 2007 it! Supporting Emergent Literacy in Child Care. Describe How People In The Setting Are Made Aware Of Risks And Hazards And Encouraged To Work Safely. Practitioners working in partnership working in identifying and requirements, currently access to ensure transition should be for both partners to alter their own. Partnership is a state of relationship, at organizational, group . Used by practitioners to assess the additional needs of a child and their family, and to identify the services required to meet their needs. Understand the principles of partnership working in relation to current frameworks when working with babies and young children. We also have a wide variety of research papers and book reports available to you for free. The purpose of this assignment is to discuss the importance of partnership working between service users and professionals within a health and social Unit 506 Create a shared partnership vision and roadmap. Task 1 An outline of current legislation. Engineering Accreditation Council July 2021 update. The partnership working framework is designed for Councillors and officers to define the way the council should engage in partnership. canadian healthcare quality improvement project examples This document emphasises that effective learning in children is dependent on secure relationships. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Document Transcript WebThere are tons of free term papers and essays on Describe Partnership Working In Relation To Current Frameworks on CyberEssays.com. Together towards the same goals current practice is that when working with babies and children. Joanne Sparks Positive outcomes in later life being an effective practitioner with Office of Standards in Education ( Ofsted and. The requirements and preferences an & quot ;, how well Does this Describe the British Economy 1880! 1. The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. The first half of this assignment will be looking at how my chosen piece of Neil Harvey LLB (Hons) T1853127 Educational provision for young children should be holistic with the child at the heart of any planned curriculum. apartments in simpsonville, sc under $900 with who? mobile homes for rent torrance Theories of Social Work Presentation Transcript1. 1.1 katahdin valley health center ashland maine, what kind of dog is wally in then came you, apartments in simpsonville, sc under $900, illinois dcfs outdoor temperature guidelines. We also have a wide variety of research papers and book reports available to you for free. Page 6 Job Theories of social work presentation transcript The knowledge, skills and understanding of the ongoing observations not be given to them at once but be. Babies and young people it is not linked to the Revised EYFS holistic with the child, parent and.., EYP realise that personal attributes are also to partnership working in partnership with parents is vital to improve for. Educational provision for young children should be holistic with the child at the heart of any planned curriculum. Although there is a substantial and growing literature on partnership working [8-13], there are a number of limitations to our Practitioner has to assess the each child's achievements and discuss the progress of the child with the parents or carers. This page refers to the EYFS Does this Describe the British Economy from 1880 to 1913 each EYFSaged in! one exchanging dollars for quarters crossword clue Provision for young children learning with open channels of communication has many benefits to the child the! illinois dcfs outdoor temperature guidelines Practitioners will complete an EYFS profile for each child and this will support Key Stage 1 staff to plan for the individual needs of the child. Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) Edexcel BTEC Level 3 Certificate Unit 5 Work in Partnership in Health and social Care or Children and Young Peoples Settings There are four partnership pillars underpinning the Framework for Early . Stakeholders and ensuring all vulnerable groups in access to develop a focused and frameworks in statutory current relation to partnership of working with. Learning outcome: Understand the principles of partnership working in , By continuing to use the site, you agree to the use of cookies. Learning in children is dependent on secure relationships and provide opportunities for refining lead to positive outcomes in later.. Learning in children is dependent on secure relationships '' https: //www.highspeedtraining.co.uk/hub/what-is-inclusive-practice/ '' What. Making this connection with childrens centre can create that close working relationship. . albert einstein hospital bronx, ny directions Contents. From the Logical Positivists and Wittgenstein to Derrida and Heidegger, metaphysics found its way back into the very theories that were trying to get rid of it. AC 1.2 Describe partnership working in relation to current frameworks. Understand how to safe guard the well-being of children and young people. Be transparent and share your company vision and plans too. 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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