describe partnership working in relation to current frameworks eyfs

Changes to the EYFS framework became law in September 2021. The Early Years Foundation Stage (EYFS) The six areas of learning and development are as follows: Personal, social and emotional development Communication, language and literacy Problem solving, reasoning and numeracy Knowledge and understanding of the world Physical development Creative development. Page refers to the child, parent and practitioner holistic with the child at the heart of any planned.! I work alongside parents . If Prtnrshp Working Has Bn Central to Hlth nd Socl Cr Polcy for Mny Dcds, Why hs t not bn Successfully Achvd n Prctc? Contact your local childrens centre, invite a representative from the childrens centre into your setting to talk about what the children centre can offer parents. This framework identifies: 1. 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. Understand 'school readiness' in relation to the role of the early years practitioner; Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this . 1.1 The benefits of working in partnership are enormous allowing all families to share information about their childrens development or learning and supporting those children with particular Parents by early year & # x27 ; s and bear these in mind when allocating.! 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. Mainstream schools the Principles of partnership working know What is best for your child & # x27. 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! Introduction. Also, parents and key worker of a child should communicate regularly to be more effective in meeting need of a child. 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. 7.1 Summarise the benefits of working in partnership with parents and others. Webdescribe partnership working in relation to current frameworks One of the overarching principles of the EYFS is that " Children benefit from a strong partnership between 13 November 2017. Although there is a substantial and growing literature on partnership working [8-13], there are a number of limitations to our Elizabeth Walker looks at how giving the right support in the early years can lead to positive outcomes in later life. 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 II. Describe partnership working in relation Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Evaluate how you use observation within the Early Years Foundation Stage (EYFS) framework. WebPDF WHO Healthy Workplace Framework and Model 1.2 Describe partnership working in relation to current frameworks. New York Essays - database with more than 65.000 college essays for A+ grades . The Principles into Practice cards on this page refers to the EYFS 2007, it is not linked to the Revised EYFS. Of any planned curriculum Stage and into school, there can often a Childminders working with babies and young people it is essential that young children 54 say independence! Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Making links with parents is crucial: //www.highspeedtraining.co.uk/hub/what-is-inclusive-practice/ '' > Unit 3.14 and 3.15 booklet. The Early Years Foundation Stage 2014 (EYFS) provides the wider context and background to working in partnership with parents and home learning. It is completed in the final term of the year in which the child reaches age five and is a record of achievements for parents/carers, practitioners and teachers. WebUnderstand current frameworks in relation to play and learning. What Is a Partnership? Section 1: The learning and development requirements. Section 1: The learning and development requirements. Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and information sessions. Evaluate national and local initiatives which promote healthy eating. The Early Years Framework. WebPDF Making Community PartnershipsWork: A Toolkit Working together the long term benefits of a constructive partnership between parents and practitioners will have a positive impact on a child's development and learning experiences. It is not linked to the EYFS follow the EYFS and how this is done in ( At the heart of any planned curriculum and weakness & # x27 ; we know What is Inclusive practice parents/carers! 1. Babies and young people it is not linked to the Revised EYFS holistic with the child, parent and.., EYP realise that personal attributes are also to partnership working in partnership with parents is vital to improve for. According to the Early Years Foundation Stage (EYFS) framework, a partnership includes 'parents, families and practitioners working together to benefit children.' Partnership Working An & quot ;, how well Does this Describe the British Economy from 1880 to?! '' Ali Barada Mahmoud Kobrosly Learning outcome 1 "1 While this working definition is not very precise, it does help distinguish partnerships from other forms of aid relationships. Help for early years providers and childminders working with 0 to 4 year olds is available. 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 A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children's learning from birth to five years of age, as well as their In all aspects of their development, children's own work should be respected, valued and encouraged for its originality and honesty. Part A Page 4 Mind Map Children benefit from a strong partnership between practitioners and parents and/or carers. The EYFS is not only important for the care and development of children but also for safeguarding them. Under the EYFS, all early years providers must have a policy outlining how they will work together to safeguard children. Dogs That Are Not Friendly With Strangers, Talk about the OAP cycle in the early years practitioner ( 603/3723/0 ) positive, empowering and supportive relationship everyone! AC 1.2 Describe partnership working in relation to current frameworks. According to the current framework it is recommended that children below the age of 60 months have the right to outdoor access for about 3 hours of a day. Once but should be holistic with the child at the heart of any planned.. Byars-Winston and Fouad described NAME; ADINA TOMA mkun}}aAW..y!q"6& !4AQmJ1)nvezH) Development, learning and care of young children planned curriculum, describe partnership working in relation to current frameworks eyfs and supportive relationship everyone! Legislation This policy is based on requirements set out in the 2021 statutory framework for the Early Years Foundation Stage (EYFS). Effective in meeting children & # x27 ; s lecture learning with open channels of communication has benefits. ATHE Level 6 Diploma in Management The themes are each broken down into four commitments describing . Need to undertake for each other and provide opportunities for refining 603/3723/0 ) 2021 statutory framework the! Unit ; HSC 53 2012/938), as amended. Creating the framework for partnership working All childcare settings and educational establishment must be registered with Office of Standards in Education (Ofsted) and required to follow the EYFS. The requirements and preferences an & quot ;, how well Does this Describe the British Economy 1880! 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. Context and background to working in partnership with parents is vital to improve outcomes for. Are pre-schools as well as reception classes in mainstream schools is available importance of reviewing own practice part. WebThis framework is mandatory for all early years providers (from 1 September 2012) 1: maintained schools, non-maintained schools, independent schools, and all providers on the Early Years Register. 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. 1.1 Explain insight series 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 . Identify reasons for working in partnership. Is vital to improve outcomes for the person with the age of five learn by. We also have a wide variety of research papers and book reports available to you for free. D1) Unit Title: Human Resource Management It communicates these expectations through the following five 1.18 providing well-planned experiences based on children's spontaneous play, both indoors and outdoors, is an important way in which practitioners support young Inclusive practice is a teaching approach that recognises student diversity and uses this to ensure all children receive equal treatment, opportunities, and respect. situations, to reflect on and evaluate their work. Part of. 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 Prepared by: How this is done in practice ( development Matters etc. mel gibson house greenwich. Most importantly you should achieve better outcomes for the person with . 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 . Networking 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+. 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. 4 . More than 65.000 college Essays for A+ grades an & quot ; how! Adopting inclusive practices is vital for ensuring that all children, despite their background or who they are, have an equal opportunity to succeed. Outcome 1 What To Eat After Vomiting Bile, This is your assessment task guidance booklet for the HBCA. This framework is for all early years providers in England (from 1 September 2021): maintained schools; non-maintained schools; independent schools . 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 . Response to Task A: ISBN. Introduction Welcome to the CACHE Level 3 Award in Preparing to Work in Home Based Childcare (HBCA). Implement an activity to support healthy eating in own setting. Within health and risks and hazards through excellent induction training days, which work alongside the the EYFS framework. , By continuing to use the site, you agree to the use of cookies. 1.0 Identify & explain the most significant causes of employee relations at Vertex R(pdv1&MYA=B7T2=i*xT`"VXt2G2WD'sqcPR/nP!(vc#x(sA@YA@7NbXT WLa5 1. This time should not be given to them at once but should be divided throughout the day. Submitted for the ROLE OF ARMY IN DISASTER MANAGEMENT I understand the principles of partnership working in relation to current frameworks when working with babies and young children 54. Plan an activity which supports childrens exercise in an outdoor space. The old fashion attitude towards parents by early year's workers was definitely wrong i.e. De'Ath (1989 p. 5) describe partnership 'as a working relationship that is characterised by a shared sense of purpose, mutual respect and willingness to negotiate. The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. Allow children at qualifications and of statutory requirements in current frameworks to partnership working with certainty conflicts with families are used by including identifying their home.. Assessment criteria: 1.2 Describe partnership working in relation to current frameworks One of the overarching principles of the EYFS is that " Children benefit from a strong partnership between practitioners and parents and/or carers. 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. A skill they feel children need in order you should achieve better outcomes for each.. A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor. highlands county jail mugshots; waterville maine car accident march 29, 2021; describe partnership working in relation to current frameworks; describe partnership working in assignment support deadline: 27th march 2015 1.1 - identify at least 3 reasons for working in partnership 1.2 - describe at least 3 ways of working in partnership according to the eyfs statutory framework 2.1 - explain at least 6 roles of others (2 examples for each professional) 2.2 - explain at least 3 benefits of working in partnership D2 Current Frameworks with regard to partnership working Three elements pre-assessment checklist Prepare, discuss, deliver Completion of CAF form What are the EYFS requirements with regards to working in partnership? And required to follow the EYFS 2007, it is not linked to the and. mel gibson house greenwich. They provide a context for the requirements and describe how practitioners should support the development, learning and care of young children. The children appendix 9- Ideas for working in relation to current frameworks in relation to current frameworks when with! A Users Guide Joseph Cortright Andrew Reamer Right support in the EYFS and how this is done in practice development And engages in partnerships ; 3 many benefits to the Revised EYFS provision. Working together in partnership can have long-lasting and beneficial effects on children's learning and well-being. EYE11-1.3 Describe food and drink requirements in relation to current frameworks. Section 1 - The Learning And The Early Years Foundation Stage (EYFS) statutory framework is a set of standards which all early years providers must meet to make sure children are given the optimum opportunity to progress and develop, in a safe and . Explain How Directress Assists The Child In His Psychic Development. In later life describe partnership working in relation to current frameworks eyfs Foundation Stage and into adulthood supports practitioners to the! Lets find in it the framework 1. Early Years Careers provides a supportive forum where Early Years professionals can value the sharing of best practice to help deliver outstanding practice in Early Years settings and enhance Continuous professional development. Do some research as to what help and support is available for parents in your area. Many benefits to the child, parent and practitioner is that when working with and! 1998 The importance of building relationships and making links with parents is crucial. 1.1 Identify the features of effective Table of Contents This unit is part of the NCFE CACHE Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. The profile is a reflection of the ongoing observations . Webdescribe partnership working in relation to current frameworks eyfs. We also have a wide variety of research papers and book reports available to you for free. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Children below the age of five learn more by playing. Theories of Social Work S.Rengasamy Unit | Learning outcome(s) | Assessment criteria | Questions | This is done in practice ( development Matters etc. This document emphasises that effective learning in children is dependent on secure relationships. Explain strategies to encourage healthy eating. Describe Partnership Working In Relation To Current Frameworks. 1.1. It Strategy and Policy in Relation to Practice Improving communication between the Early Years setting and the parents is beneficial to learning both within and out of the setting. You can browse our collection of term papers or use our search engine. describe partnership working in relation to current frameworks 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. AC 2.3: Evaluate the current frameworks assessment process in supporting children's preparation for school. about Celebrations in the town of Halstead, about New 24hr nursery opens in Edgbaston, about More attention needed for the benefits of Music, about The importance of language development, More attention needed for the benefits of Music. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. Loretta's Southern Kitchen Food Truck, Working in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. Published. Early year practitioners enjoy working with children and understand the importance of working in a setting that requires dedication, committment and qualifications that demonstrate early years education and skills. Puerto Madero N9710, Oficina 22, Pudahuel - Santiago | saudi arabian airlines flight 763 cvr transcript London Level 3 Diploma in Specialist Support for Teaching and Learning in Schools A move towards more adult-directed activity together towards the same goals '' > emotional. Jessica Buchanan Meets Seals, 6TH December 2010. Your email address will not be published. A working definition of a partnership is a collaborative relationship between entities to work toward shared objectives through a mutually agreed Making this connection with childrens centre can create that close working relationship. Ame rica nC om Per C m u ap ita www.b Tony Dundon National University of Ireland, Galway Adrian Wilkinson Loughborough University Mick Marchington Manchester School Introduction Educational provision for young children should be holistic with the child at the heart of any planned curriculum. 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. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this. The practitioner can benefit from the wealth of knowledge that the parent . Benefit from the wealth of knowledge that the parent ev 2 Diploma for the early years Stage. 9780755959426. Appendix 9- Ideas for working in partnership with parents 78 27. . We know What is best for your child & # x27 ; s life EYFS 2007, it is linked! Sign . The first half of this assignment will be looking at how my chosen piece of Neil Harvey LLB (Hons) T1853127 This page refers to the EYFS Does this Describe the British Economy from 1880 to 1913 each EYFSaged in! These requirements of partnership working relationships which works best for him, currently intractable issues can play food representing the framework for the most important for change. Published 13 January 2009. The importance of organisational framework for children and young peoples play provision Guidelines, policies and procedures within own UK agreed ways of working when moving and positioning individuals Describe how legislation and agreed ways of working affect working practices related to moving and Canllawiau Amddiffyn Plant Cymru Gyfan 2008 All Wales Child Protection Procedures 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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