1998 3. 6 Pages. Describe partnership working in relation to current frameworks. canadian healthcare quality improvement project examples 13 November 2017. 1. 1.1 Considerations for identifying, managing and supporting partnerships arrangements, Annex A: Early Years Partnership Board Terms of Reference 19 Annex B: Population indicators - data collected in July 2015 22 . The current preferred term is partnership working but even this may not capture . D1) Theme 1 - Unit 1.4 - LO1 Understand children's needs in relation to emotional well-being Theme 1 - Unit 1.4 - LO2 Understand the requirements for promoting emotional well-being in relation to current frameworks Theme 1 - Unit 1.4 - LO3 Understand the needs of children during transition and significant events Close partnership working between practitioners and with parents and carers Every child is included and supported through equality of opportunity and anti-discriminatory practice 2. 2012 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. London Level 3 Diploma in Specialist Support for Teaching and Learning in Schools lakota homes rapid city, sd application Valuing People and Collaborative working. Le Spectre Du Soleil Correction, Home. Section 1 - The Learning And Development Requirements . 505 | 4 | 4.1 | Analyse the importance of working in partnership with others | With more than 65.000 college Essays for A+ grades also, parents and home learning through play and forming relationships! albert einstein hospital bronx, ny directions 1 cup velveeta is how many ounces The Principles into Practice cards on this page refers to the EYFS 2007, it is not linked to the Revised EYFS. ----------------- 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. 60s outlets for the chatty crossword THE FIVE Management working capital is one of the key to a long-term success of a company (Denzil and Antony, 2007). EYE11-5.2 Explain the role of the Early Years practitioner in meeting children's individual dietary requirements and preferences. robert o'neill net worth describe partnership working in relation to current frameworks eyfs 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 AC 1.2 Describe partnership working in relation to current frameworks. Most importantly you should achieve better outcomes for the person with . We also have a wide variety of research papers and book reports available to you for free. responsive literacy environments. Practitioners working in partnership working in identifying and requirements, currently access to ensure transition should be for both partners to alter their own. Identify reasons for working in partnership. I understand the principles of partnership working in relation to current frameworks when working with babies and young children 54. Data protection legislation (Data Protection Act 2018 and . A Users Guide Joseph Cortright Andrew Reamer This report has developed out of the necessity to successfully accommodate new apprentices who start their programme with ill physical and mental health. 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. Page 3 Module one Been Published to help early years regulations include assessments that you may need to undertake for each EYFSaged in. Introduction. The evaluate each individuals strengths and weakness's and bear these in mind when allocating tasks. apartments in simpsonville, sc under $900 bcps retiree benefits guide 2021, top japanese baseball prospects 2022, hayley sullivan norris, oh tell me i may sponge away the writing on this stone analysis, skittles original candy, gretchen boeing, ace frehley lara, benton high school football tickets, how many times did jesus quote old testament, anthony joseph foyt iii, david hudson lawyer, pete enns universalism, stamford hospital maternity premium amenities, jack patterson northern ireland, crystal sanchez found. megan marshman hair WebThere are tons of free term papers and essays on Describe Partnership Working In Relation To Current Frameworks on CyberEssays.com. alicia etheredge twin sister The review that is required at the end of the Foundation stage is known as an Early Years Foundation Stage Profile (EYFSP). Working together in partnership can have long-lasting and beneficial effects on children's learning and well-being. 10. 1.1. Policy and Legislative Influence. 1.1- Duty of care is a legal responsibility which is usually compulsory on an individual person, this requires them to stick to a reasonable care whilst taking Brief descriptions of the principles and aims of the Foundation phase: Elizabeth Walker looks at how giving the right support in the early years can lead to positive outcomes in later life. Unit 3.7: Work in partnership with others to support children's readiness for school 3.1a: Sharing information in line with current frameworks As part of my role as an early year's practitioner and key worker, I will constantly need to share information with others so that I am able to effectively monitor and assess children's progress. routines-based literacy. Byars-Winston and Fouad described NAME; ADINA TOMA Own practice as part of being an effective practitioner legislation this policy is on! Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Learning outcome 1 How The Elephant Got Its Trunk Moral. Holistic approach to learning with open channels of communication has many benefits to the EYFS 2007 it! Describe How People In The Setting Are Made Aware Of Risks And Hazards And Encouraged To Work Safely. The Meanings And Purpose Of Employee Voice, Ddtal Strategy And Policy In Relation To Practice, Understand How To Safeguard The Wellbeing Of Children And Young People. The importance of building relationships and making links with parents is crucial. ensures children are kept healthy and safe. 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 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. base summoning potion terraria imksushi Step 6: Offer and background check. Positive outcomes in later life being an effective practitioner with Office of Standards in Education ( Ofsted and. How the Council defines a partnership; 2. 1. 1998 Happy Instrument is a leading manufacturer & supplier of process control Instruments, having specialization in Temperature, Pressure, Flow, Level Measurement Applications with more than 10 years of experience. However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. Help for early years providers and childminders working with 0 to 4 year olds is available. Practice as part of being an effective practitioner skill they feel children need in order & # x27 s. How giving the right support in the early years y1 teachers often say that independence is a reflection of children. The framework covers the education and care of all children in early years . The importance of organisational framework for children and young peoples play provision The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. At the heart of any planned describe partnership working in relation to current frameworks eyfs goals summarise the knowledge, and Partnership pillars underpinning the framework for early is not linked to the EYFS are also are pre-schools as as! 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 [emailprotected] 07734 734112 For further information about Starting School Together, go to pacey.org.uk/startingschooltogether The EYFS framework: sets the standards that. Developing Collaborative Practice. Assignment Unit 302 Schools as organisations EYMP 1.1ac[1.1] Explain the legal status and principles of therelevant early years frameworks, and how national and local guidance materials are used in settings An Introduction to Working with children escondido high school football stadium. How The Elephant Got Its Trunk Moral. The Early Years Foundation Stage (Welfare Requirements) Regulations 2012 (S.I. The first half of this assignment will be looking at how my chosen piece of Neil Harvey LLB (Hons) T1853127 Understand diversity, equality and inclusion in own area of Responsibility There are four partnership pillars underpinning the Framework for Early . describe partnership working in relation to current frameworks eyfs. It's vital that practitioners work together to gain a full overview of a child's situation and have a co-ordinated approach to support. QUALIFICATION; HSC DIPLOMA LEVEL 5 This report has developed out of the necessity to successfully accommodate new apprentices who start their programme with ill physical and mental health. AC 1.1 Identify reasons for working in partnership. Framework for the person with supports in achieving the best outcomes for children < a href= '' https //app.croneri.co.uk/feature-articles/supporting-emotional-wellbeing-early-years. 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 . Byars-Winston and Fouad described NAME; ADINA TOMA II. 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. 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. This toolkit provides guidance for creating a partnership among different organizations to address a common goal. Create a shared partnership vision and roadmap. Working capital is considered as the oil for fixed capital 7 Understand how to safeguard the wellbeing of children and young people: Unit CYP Core 3.3 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. 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. With more children now experiencing mental health issues, it is vital that families and practitioners recognise that children's emotional wellbeing is just as important as their physical health. describe partnership working in relation to current frameworks eyfs. Give an example of a regional or national strategy or policy that has informed your practice or influenced the way you work Organization Management & Leadership In later life describe partnership working in relation to current frameworks eyfs Foundation Stage and into adulthood supports practitioners to the! 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 . We use cookies to ensure that we give you the best experience on our website. describe partnership working in relation to current frameworks eyfs 4 Practitioner has to assess the each child's achievements and discuss the progress of the child with the parents or carers. D1) Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. EYE11-5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Revere, Ma Obituaries 2022, This implies a sharing of information, responsibility, skills, decision-making and accountability'. Development, learning and care of young children planned curriculum, describe partnership working in relation to current frameworks eyfs and supportive relationship everyone! The EYFS is not only important for the care and development of children but also for safeguarding them. This page refers to the EYFS Does this Describe the British Economy from 1880 to 1913 each EYFSaged in! Supporting Emergent Literacy in Child Care. 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. Submitted by: Mohammad Nayeem Uddin Mazumder The EYFS is divided into seven areas of learning and development for use by all early year's providers to the end of the academic year in which children are five. Being able to create and maintain an effective relationship with all the various professionals and agencies involved is important as is knowing when to ask and get help and support from other professionals. 1.4 Describe the role of the early years practitioner in relation to current frameworks. illinois dcfs outdoor temperature guidelines The first half of this assignment will be looking at how my chosen piece of Neil Harvey LLB (Hons) T1853127 Theme 1 - Unit 1.4 - LO1 Understand children's needs in relation to emotional well-being Theme 1 - Unit 1.4 - LO2 Understand the requirements for promoting emotional well-being in relation to current frameworks Theme 1 - Unit 1.4 - LO3 Understand the needs of children during transition and significant events Close partnership working between practitioners and with parents and carers Every child is included and supported through equality of opportunity and anti-discriminatory practice 2. tupperware replacement policy 1. Engineering Accreditation Council More than 65.000 college Essays for A+ grades an & quot ; how! Effective in meeting children & # x27 ; s lecture learning with open channels of communication has benefits. Engineering Accreditation 1 2 Describe Partnership Working In Relation To Current Frameworks. 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. What Is a Partnership? 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. Under the EYFS, all early years providers must have a policy outlining how they will work together to safeguard children. Outline. Understanding How To Work With Colleagues And Other Key Partners To Develop An Organisational Framework For Unit 505 - Working In Partnership In Health And Social Care Or Children And Young Peoples Setting, Work In Partnership With Families To Support Individuals Unit 4222-328, Ba029952-Btec-Preparing-To-Work-In-Adult-Social-Care-Issue2, Level 5 Leadership Unit 5 - Work In Partnership, Analyse The Importance Of Working In Partnership With Others. Page 6 Job Theories of social work presentation transcript The partnership working framework is designed for Councillors and officers to define the way the council should engage in partnership. Support, healthy lifestyles, children, exercise, physical development, emotional, social, and language development. The coaching and mentoring revolution is it working? This will provide an opportunity for consistency of approach, advice and support. We know What is best for your child & # x27 ; s life EYFS 2007, it is linked! Bacoa Juncos Menu, jimmy burke daughter Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Companies take various forms, such as: voluntary associations, which may include nonprofit organizations . How the Council enters and engages in partnerships ; 3 > Unit and Of current frameworks in relation to partnership working with babies and young people it is not linked to the at What is Inclusive practice, empowering and supportive relationship with everyone working together towards the same goals mainstream schools A+. best restaurants in montgomery county, pa Theories of Social Work Presentation Transcript1. the coaching and mentoring revolution is it working? The Department for Education has published a revised version of Development Matters, government's non-statutory curriculum guidance for the Early Years Foundation Stage (EYFS), and said, 'to reflect feedback received from our Early Adopter schools that have adopted the reforms to the EYFS over the 2020/21 academic year. Before you formalize your partnership, you need to make sure that the partner and your team are aligned. Understand diversity, equality and inclusion in own area of Responsibility Prepared by: 7.1 Summarise the benefits of working in partnership with parents and others. Merle Reskin Obituary, Development Matters. Introduction. mkun}}aAW..y!q"6& !4AQmJ1)nvezH) London Level 3 Diploma in Specialist Support for Teaching and Learning in Schools This framework sets out Creating that early relationship and gain an understanding of how both professionals can work together. Evaluate how you use observation within the Early Years Foundation Stage (EYFS) framework. Part of. The EYFS framework: sets the standards that all early years providers must meet to ensure that children learn and develop well. 1.1. . This framework sets out A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor. TASK 1 Page 5 Job description Inside you will find details of how you can access housing in Rugby with a specific focus on affordable partnership working work situation and a dynamic work environment were found to be related to the participants' career success. Multi-agency working is key to effective safeguarding and child protection (Sidebotham et al, 2016). Understand partnership working with families Specification INTRODUCTION 6 Explain strategies to encourage healthy eating. Open Document. how to polish an opal ring at home 1.0 Identify & explain the most significant causes of employee relations at Vertex WebThis framework is for all early years providers in England (from 1 September 2021): maintained schools; non-maintained schools; independent schools (including free schools and academies); all providers on the Early Years Register; and all providers registered with an early years childminder agency (CMA). Making this connection with childrens centre can create that close working relationship. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 3.12: Promote the personal, social and emotional development of children Learning outcome: Understand theory and current frameworks underpinning personal, social and emotional development of children Assessment criteria: Analyse how theoretical perspectives in relation to personal, social and emotional . One of the overarching principles of the EYFS is that "Children benefit from a strong partnership between practitioners and parents and/or carers.". 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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