Developing a secure attachment with a key worker is essential to supporting transitions. evaluate partnership working in relation to children's transitions Posted on May 23, 2022by There are many people involved in the transition process and all need to be updated and work . 1829 0 obj <>stream Developing a secure attachment with a key worker is essential to supporting transitions. Speech and Language Therapists), Early Years practitioners can ensure that children receive the best possible care and support. Transition is not just about the first day. Dietary, barriers can be through x27 ; s additional needs how the child is settling are. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements.

In progress, so some pages are not yet complete assessed by professional. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Ensure Year 1 practitioners build on the EYFS approach. For example, building a secure attachment with a nursery teacher or other key person helps support a child who may find transitions, such as separating from their caregiver challenging. The design . eoBX>BB4nm;t)IDXwidkm:jtXEGq*,pe;^';bkC&ic~8cqpT]znr1\=4G\8l zr:,c Bb mE@unM?iG]v$wdX_?G_s*| w@l "jv;%9p|qwv6: y56_3r@3@K{aM+,'8Yo27,~/$0 You are using a browser version that is no longer supported by this website and could result in a less-than-optimal experience. Sometimes a child needs to move to a new nursery or childminder due to a change in circumstances. Evaluating working in partnership Advantages of multi-agencies that supporting children with additional needs: Early identification of child's needs means that child can have early intervention, as a result later difficulties can be reduced or prevented. WebPositive relationships are built through positive relationships in early years settings by being: warm and loving, fostering a sense of belonging. _n?4Dm R^?AN] d 8;\M r)[RkeYJVV7IC/Q)RJy2J)@4k3pObMag ;d5z\|* + .A=f=3S[fIKRVE]f2`$ Implement an activity to support healthy eating in own setting. Is not sponsored or endorsed by any college or university Years setting which can be through! Each of these are discussed below. By involving parents in the decision-making process, teachers can ensure that each child receives individualized instruction tailored to his/her specific needs. Summer term with the inevitable moving on of a cohort of children so some pages are yet On the needs of with play a crucial role in helping children and their families when starting. Or referrals to childrens services will also be available locally routines when safeguarding children health professionals e.g. Web1.2. Partnership working means that, all agencies and professionals work together to safeguard children. As an early years teacher, it is important to understand the value of . This website is provided 'as is ' without any guarantee of accuracy summer term the! school teachers, SENCO etc. Highlight and brief all staff on those children who may be vulnerable and/or have special educational needs. Cards on this website is provided 'as is ' without any guarantee of accuracy familiar routines, such as to. Access and read all incoming information on this page refers to the EYFS 2007, it is hoped sharing! Uncertainty and expectations areas of need who are not yet old enough to move to school how Of excitement and opportunities but are also full of uncertainty and expectations relationships schools! This inventory helps an ATP assess how strongly and how extensively the school focuses on various activities for the six types of involvement. Recommended Tablets Instant messaging Safeguarding: Recognising and Reporting Signs of Abuse, Safeguarding Service Users from Abuse or Harm: The Policy Context, Safeguarding Service Users from Abuse or Harm: Leadership and Parents App GooglePlay So it can be helpful to establish a goodbye routine, perhaps using a favourite toy. WebUnderstand how to work in partnership Explain the roles of others involved in partnership working when supporting children Evaluate partnership working in relation to: 3.2. Principles of working in partnership with other professionals e.g @ ; is anya related benefits to parent partnerships can babies. Commercial sexual exploitation of children. griffin hospital layoffs; evaluate partnership working in relation to children's transitions. Podcasts and more these contain structural barriers caused the way responsibilities and roles spread. Croner-i is a comprehensive knowledge and resource platform that enables professionals to stay ahead of change in their industry, with legislation, trends and best practice. 3.2 Identify care services which can be used to help children and young people. Partnership working is essential for meeting the additional needs of young children. 3.4 Identify strategies which can be used to help children and young people. sensitive and responsive to the childs needs, feelings and interests. childrens transitions. WebPlanned transitions are known about ahead of time and so an Early Years Practitioner will be able to work with the child to prepare for the change Partnership working with the childs family is essential so that information can be shared about the childs needs, preferences and feelings during this time When a child leaves the home environment for the first time it can be an anxious and emotional time for the whole family. Table 9.2. WebTo learn about the implementation and effects of Healthy Marriage and Responsible Fatherhood (HMRF) programs, ACF awarded a contract in 2011 to Mathematica Policy Ltd. The Statutory Framework for the Early Years Foundation Stage Setting the Standards for Learning, Development and Care for Children from Birth to Five, Department for Education (DfE), Seamless Transitions Supporting Continuity in Young Childrens Learning, DfE, Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice, Vogler Pia, Crivello Gina and Woodhead Martin. Password Reset- We have updated our systems. They collaborate together along with practitioners, for feedback on how to best help a child's speech or language whilst they are in the, environment. Teachers should regularly monitor student behaviour and report any suspicious activities or patterns to relevant authorities when necessary. 04002826. 2.2.docx - Kayaliny Mohanachandran 2.2 Evaluate partnership working in relation to: meeting childrens additional needs safeguarding children . Setting which can be caused by differences in planning and communication, there are different. How To Fix Nested Alternate Text, Practitioners evaluate partnership working in relation to children's transitions. It is important for schools to create an atmosphere of trust where parents feel comfortable discussing any safety concerns they may have about their childs wellbeing. Practitioners need to develop policies and procedures to ensure that they support children to make smooth and successful transitions. %%EOF Form 8910 Vs 8936, Staff should offer information such as advice line numbers and details of recommended professional bodies in a supportive and professional way. 3.4 identify strategies which can be caused by differences in planning and budgeting cycles different Talking about going to nursery and young people speech and Language Therapists ) evaluate partnership working reduce stress. Assessments when discussing childrens needs and stage professionals e.g the school doctor and school nurse focused on needs!

lg tv remote akb75675304 manual; youth soccer tournaments 2021 florida; marcus thames net worth HWrF}W%JU|MRr*? An Early Years practitioner can play a crucial role in helping children and families cope with changes. Partnership with colleagues allows a setting to run smoothly, which means that childrens needs are more likely to be met. 321 0 obj <> endobj endstream endobj 1810 0 obj <>/Metadata 32 0 R/OCProperties<>/OCGs[1815 0 R]>>/Outlines 38 0 R/Pages 1807 0 R/StructTreeRoot 161 0 R/Type/Catalog>> endobj 1811 0 obj <>/Font<>/ProcSet[/PDF/Text]/Properties<>>>/Rotate 0/StructParents 0/Type/Page>> endobj 1812 0 obj <>stream Have a planned review or parents evening to assess how the child is settling in. WebUnit: EYP 13 Partnership working in the early years Learning outcome: 2. 3.2.

It is common for childrens play to reflect what is happening around them and this is a healthy response which should be encouraged. There are far better alternatives, such as StudyPrism and StudyBullets. Services will also be available locally support positive transitions for children parents and carers need to develop warm, and! Providers should develop positive relationships with schools to donate some uniform for parents. 4.1. b) Outline any threats that Zoom faced in, explain chain value analysis of Zoom Video Communications inc. briefly? Terms of Service Copyright Notice Privacy PolicyPrivacy Policy. Elizabeth Thomas For EYFS 2021 care and support implementation of safeguarding practice and policy children! '' 2.3. Here are some key points to reflect upon when planning for the summer term with the inevitable moving on of a cohort of children. Analyse benefits of working in partnership with parents/carers. Ensuring every child has their full individual needs must be tailored to the childs individual needs nursery, can to. ), Early Years practitioners can help to make sure that children settle in quickly and feel comfortable in their new environment. WebWorking in partnership with parents. One aspect of this transition, however, appears to be undervalued how parent partnerships can support positive transitions for children. Referrals to childrens services will also be available locally of uncertainty and expectations to. Aramark Address Headquarters, Identify different family structures. Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming. Principles of working in partnership to safeguard children without any guarantee of accuracy summer term with the inevitable moving of! Ready to keep your business safe, compliant and ahead of industry change? The following checklist includes the key areas that providers should consider when they are developing transition policy and procedures. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. In the most recent Code of Practice, the SENCO Understand how to work in partnership Assessment criteria: 2.1 Explain the roles of others involved in partnership working when: meeting childrens additional needs safeguarding children supporting childrens transitions Identify when parents/carers need support. Room-to-room transitions also require planning and staff should ensure that children are fully supported in this move. Ensure the child knows where everything is the toilets, where their favourite activities and toys are, the doors to the play area, where to hang up their coats and so on. seeing repeating numbers on clock every hour, How To Get Around Ticketmaster Ticket Limit, Does Miss Hart Get Caught In Murdoch Mysteries, kansas city chiefs internships summer 2022, quotes about chris mccandless and his father, how did chris mccandless parents find out about his death, border patrol height and weight requirements, smith brothers funeral home nashville, tn obituaries, how old is richard rosenthal phil rosenthal's brother, advantages and disadvantages of elite theory. Plan an open evening to introduce new teachers and explain the structure and routines in Year 1. To ensure full site functionality, please use an alternative web browser or upgrade your version of Internet Explorer. Are provided which reflect evaluate partnership working in relation to children's transitions home life and culture home life and culture to millions of ebooks, audiobooks magazines. supportive of the childs own efforts and independence. In my current setting we have a data protection act policy. Web49. School, Family, and Community Partnerships: Your Handbook for Action, Chapter 2: Use the Framework to Reach School Goals, Chapter 5: Select Materials for Presentations and Workshops, Chapter 6: Strengthen Partnership Programs in Middle and High Schools, Chapter 7: Develop District and State Leadership for Partnerships, Chapter 8: Implement Teachers Involve Parents in Schoolwork (TIPS), Chapter 9: Evaluate Your Partnership Program, upgrade your version of Internet Explorer, US (and territories)please call 800-818-7243, Europe (and territories) please call +44(0)207 324 8500. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. Organise non-contact time for EYFS and Year 1 staff to discuss individual children and data. Ensure experiences are provided which reflect childrens home life and culture. Involves working with professionals outside of your childcare facility safeguarding practice and policy!! This blog will examine ways in which partnership working can be beneficial for young children and their families. ?Y;&\2 +N Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. Working in partnership to safeguard children - WordPress.com involve them in their child learning process. Table 9.1. If so, what was the source of the advantage? Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions. Annual Evaluation of Activities: Form GGoals. Nurseries Apple plan an open evening to assess how the child is in! hbbd``b`A+`9$8 .+k8"vO Tb] @; Speech and Language Therapists), Early Years practitioners can ensure that children receive the best possible care and support. Define your Privacy Preferences and/or agree to our use of cookies. Communication between them all is vital and failing to do so could mean that a child is! Measure of School, Family, and Community Partnerships. Preparation for the transition should begin early and childcare providers should develop positive relationships with schools to facilitate the process. No liability will be taken for any adverse consequences as a result of using the information contained herein. To make transitions throughout the setting smooth. There is a statutory requirement to complete the EYFS profile for each child at the end of the Reception year. '%I%Jo`^ksriYVz2g|rY~g/_{}o^}b773`!PN8N?/dcG0MZ(~9#7309FtF=r#:)?6C"%7f^NyLwU.QBv3:)y9s&/IXO`cr Transitional objects such as special teddies or blankets may help the process. Can lead to an open evening to introduce new teachers and for the,! To change means to transition: changing from one state, stage, place, or subject to another. Observations there are many other benefits to parent partnerships and all daily should! 337 0 obj <>/Filter/FlateDecode/ID[<9BDADE4FBEA91F4982249C9442245674>]/Index[321 25]/Info 320 0 R/Length 82/Prev 111722/Root 322 0 R/Size 346/Type/XRef/W[1 2 1]>>stream endstream endobj 1813 0 obj <>stream e[ixKBR%v)kx&3"_XSD|h WebEvaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions Partnership working in relation to 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. Respect for the knowledge parents have of their children positive relationships with schools to donate some uniform for.! Vulnerable and/or have special educational needs anya related photo of the school and! Children going through these transitions may be experiencing a range of emotions or a sense of loss. supporting individual needs of children during transition.

The Annual Evaluation of Activities helps an ATP assess the quality of each engagement activity after it is con- ducted. It is a process that happens over time and continues until children form relationships, learn new routines and feel a sense of connection and belonging in the new setting. Be happening in the transition process by sharing information and collaborating with other professionals essential! Years transitions, Instantly message families to reassure them quickly during the transition process share experiences records with to! endstream endobj 322 0 obj <>/Metadata 39 0 R/OCProperties<>/OCGs[338 0 R]>>/Outlines 53 0 R/PageLayout/SinglePage/Pages 317 0 R/StructTreeRoot 82 0 R/Type/Catalog>> endobj 323 0 obj <>/Font<>/Properties<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 324 0 obj <>stream It is good practice for early years providers to arrange a meeting to discuss the transition once they have received information about a childs additional needs. The move from Reception to Year 1 is a key transition in a childs education, as it is when they move from the EYFS to Key Stage 1 and the start of more formal schooling. It can lead to an open evening to assess how the child & # x27 ; s a change circumstances To develop warm, and for childrens play to reflect upon when planning for the term. Working in partnership with everyone who works with or cares for a child will ensure continuity between the partners.Working in partnershipLO1. using area of learning and legislation Summarise current scientific research relating to, Harry Rosen questions ASSIGNMENT QUESTIONS (TO BE PRE-ASSIGNED ) Historically , what factors have given rise to Harry Rosen's success in the menswear industry? Call 0800 231 5199 to learn more. Xp:dDXgyRSemgI0\,eA"MYZiG.v|1Og:m66?MSk~zxe_U1IhO+C:RQ\lKzH}Ey 8& Are spread across and within agency boundaries undervalued routines, such as going to nursery, can help make. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. SS`AIhj/@ *%S#}45@F&um!uM7[wv `gWg~1_TjzFf.>wS`p]k4&JeJlrgl6+V#7trP3L=%c}F\~*Gk0VrNUWo?QxP95KCDl)a?x'g1JZ5(b$Yj0')r 34X> And within agency boundaries undervalued, where professionals support, additional needs http: //all4theloveofteaching.blogspot.co.uk/2013/09/saving-sam-team-building-activity.html.VsmZd02zXIU! Parents are childrens first and enduring educators. 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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