evaluate partnership working in relation to children's transitions

321 0 obj <> endobj Organise home visits and introduce the childs key worker. Facilitate visits between Reception and Year 1 children. Please note: This website is still a work in progress, so some pages are not yet complete. Early years practitioners can support children by: sharing stories about transition or loss appropriate for the childs age, observing children to identify behaviour changes, areas of interest and friendships, having puppets and dolls in the role play area for children to use to express themselves, allowing children to express their emotions through mark making and painting. Practitioners have to share information about child's progress and Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Children need to develop confidence, have self-esteem and be happy. For example, building a secure attachment with a nursery teacher or other key person helps support a child who may find transitions, such as separating from their caregiver challenging. Encourage children to bring a familiar object from home, such as a teddy or blanket. So when planning support during transition, it must be tailored to the childs holistic needs and developmental stage. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: Understand how to work in partnership Assessment criteria: Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions . Procedural barriers can be caused by differences in planning and budgeting cycles within different agencies. For Nurseries Apple Parents know their children best. The Two of Swords: Symbols and Meaning. Communicate clearly with parents and carers about the transition into Year 1. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. If you are an early years setting in the UK already using a software management tool and are looking to switch platforms, book a DEMO with us. Review how each child is settling in on a daily basis with parents/key worker and use a settling-in diary. . Each of these are discussed below. Cooperation between pairs of agen- . Parents should also be invited to attend settling-in sessions with their child, giving an opportunity for all parties to have an awareness of where the child is coming from and where they are going to. Make provision for parents with English as an additional language or those with poor literacy skills. Joint Local Area Reviews are undertaken to review if local authorities are meeting their statutory duties for partnership working under the SEND Code of Practice, which can include visits to early years providers. transitions' (Bronfenbrenner, 1979). Professionals can include doctors, nurses, occupational therapists, speech and language therapists, psychologists, dieticians, SEND coordinators, the local authority etc. COMMUNICATIONTalk to parents. COLLABORATIONInvite school teachers to visit children in the setting as well as having home visits and encourage them to follow these visits up with a call to parents, describing the interactions they had with their child. Think about all the information that parents have in relation to their child, particularly when meeting a child for the first time or if the child has an additional need. The Statutory Framework for the Early Years Foundation Stage Setting the Standards for Learning, Development and Care for Children from Birth to Five, Department for Education (DfE), Seamless Transitions Supporting Continuity in Young Childrens Learning, DfE, Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice, Vogler Pia, Crivello Gina and Woodhead Martin. Visual clues such as a transitional object or storyboard can help with communication. It is advised to categorise the Individual support plan into the following areas of need. 3. This allows the practitioner to better prepare for the child's needs. Children's transitions- When a child transitions from home to a setting, practitioners collaborate with parents/carers to raise enquiries about the child's feeding and sleeping habits, as well as what they do at home. Partnership working is essential to ensure children have their needs identified, assessed and met throughout their childhood. Enabling environments Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. In conjunction with the school, parents can be informed of the best ways they can help to prepare their child for the transition; for example, supporting them with dressing themselves, personal hygiene, trying new foods or regularly going to the park nearest the school to familiarise themselves with the area. Nursery Software To share further good practice about improving provision in early years settings, Tribal is hosting a webinar, 'The Strategic SENCo at the Heart of School Improvement'. This article has been produced by Nursery World with sponsorship from Tribal. This provides parents and carers, practitioners and teachers with a well-rounded picture of the childs knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. This unit is about promoting babies, toddlers and children's emotional well-being. Shared records like written, email, fax, face to face; working effectively together with . It is the responsibility of the Special Educational Needs Coordinator in the early years setting to coordinate the support across the setting and specifically to liaise with the professionals or agencies beyond the setting (SEND Code of Practice 5.54). The Principles into Practice cards on this page refers to the EYFS 2007, it is not linked to the Revised EYFS. It is important that settings involve parents to stay informed about the setting and their childs development, which may involve using translation services. Transitional objects such as special teddies or blankets may help the process. Group of answer choices Child reports he/she sprained their arm falling, Why does a nurse need to be familiar with the boundaries of her/his professional role? How to support children who find change difficult? Each early years provider will have access to their Local Safeguarding Children Board (LSCB) information where all processes are outlined if you have a concern. Children may have additional needs relating to medical conditions, special educational needs, safeguarding and child protection, or learning English as an additional language, for example. ZDt{:=::DGCGDDcGccGGF@ X' X,wC_!c,.n,H`3ce@YH00N: That change could be very, hard and child might have some delays in learning then, educational psychologist can help to assess and support, possible difficulties or emotional problems. Weve created an article with all you need to know to get your childcare setting ready for EYFS 2021. Child-centred, play-based approaches are fundamental to successful learning in the early years and are an effective way to support children in coping with changes. Clear responsibilities and lines of communication lead to successful partnership working. This book examines how partnership working affects children with SEND by considering: - the diversity of additional needs; - the role of specialist schools that have an SEN specialism; It often involves sharing information, discussion and a commitment to working as a team around the child says Rebecca Fisk. Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions; Identify different family structures; 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 . Getting to know their new surroundings will help to reduce any anxiety and make going to the nursery more enjoyable. peep.ea.gr is using a security service for protection against online attacks. What are the potential consequences of not responding to adult interpersonal violence? Peter Scott-Morgan's two recent books ("The Reality of our Global Future" and "The Reality of Global Crises"). Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions. The new Development Matters and Birth 2 5 Matters guidance documents emphasise the importance of an enabling environment, especially during and after a transition. RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. However, in most circumstances parents/carers are only too pleased to share information and receive appropriate support. Ideally, your first meeting with the child should be in their home, so you can get to know them and understand their routine in their own environment. Moving from one setting to another (e.g. Share observations of nursery experiences and activities so parents can see what children are learning. This is why respect and communication are such vital factors in enabling a smoother transitio. When relationships are respectful, it can lead to an open dialogue which is more supportive of positive transitions. hbbd``b`A+`9$8 .+k8"vO Tb] @; It is hoped that sharing this across service providers will increase consistency of practice. Partnership working means that, all agencies and professionals work together to safeguard children. Staff should offer information such as advice line numbers and details of recommended professional bodies in a supportive and professional way. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. It is important that children and parents are given opportunities to familiarise themselves with the school environment so that they can start building relationships with the key members of staff. Some families may need more reassurance; some may have several older children who have successfully negotiated this transition in the past and they have no concerns at all. It is worth noting that blocking some types of cookies may impact your experience on our website and the services we are able to offer. evaluate partnership working in relation to children's transitions Posted on May 23, 2022by There are many people involved in the transition process and all need to be updated and work . 2: Evaluate observation methods in relation to current frameworks. Registers NEW! Pricing 4.1. Helping a child to settle into nursery is a gradual process rather than a matter of ticking boxes. Have a planned review or parents evening to assess how the child is settling in. Also, in case of, divorce child possibly will move to another house and maybe, will need to change school. Changes can be daunting but are unavoidable for many babies and children. Introduce the child to the other children in the room and arrange some one to one and group activities. Be the first to get our inspirational guides, new articles, e-books and tips all straight to your inbox. Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. For children who are usually collected by a relative or childminder, consider emailing parents to ask if they have any questions about the upcoming transition and how you might be able to help. According to Glasby and Littlechild (2004) there are 5 main barriers to effective partnership working. The Development Matters and Birth 2 5 Matters Unique Child guidance tell us that children mature differently and at different rates, and they will each have different responses to change. A. Working in partnership with parents is central to the Early Years Foundation Stage (EYFS) in England and the National Minimum Standards for Registered Childcare (NMS) in Wales. communication and interaction. They need to develop warm, physical and loving relationship. Early years practitioners should ensure children are fully supported through these key transitions and plan for them appropriately, writes Elizabeth Walker. Also, staff can give pieces of advice and support, to parents to help them to provide better care for, Explain the roles of others involved in partnership working. Hold story times or drop-in sessions so new families can get to know the provision before their child starts. To information share about new levels of development, any concerns and any new likes or dislikes. Working in partnership to safeguard children - WordPress.com There are many different reasons why children may need additional support which involves working with professionals outside of your childcare facility. An Early Years practitioner can play a crucial role in helping children and families cope with changes. Parents and carers need to have clear information about what will be happening in the transition process and how they can support their child. Read More. For a victim? Leaving an Early Years setting to enter Reception is a significant change, but a smooth transition will help children settle in quickly and set them on the path to successful learning. Everyone has an important part to play but it is important that everyone understands the roles of everyone else within the team. While settling in, children sometimes get distressed when a parent leaves. Attachment or bonding is essential between the infant , child and parent. hVn@}!zPA\DXEbW+93u@i4Z{3;s\c Always follow safeguarding guidelines when gaining permissions from parents for information sharing. Children maybe being seen by a specialist such as a speech and language therapist and they can share advice and support so that everyone in the team can get involved to support the child. Course Hero is not sponsored or endorsed by any college or university. Identify reasons for working in partnership, Describe partnership working in relation to current. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 3.13: Support children with additional needsLearning outcome: 4 Understand the role of early intervention in partnership workingAssessment criteria: 4.4 Evaluate the principles of working in partnership with others to meet childrens additional needs. Reflect on own role when supporting healthy eating in own setting. EYFS says that partnership working with parents is vital to improve outcomes for children. Opening Times and Search Function Release, Boogie Mites Making Music in the Early Years, Supporting children and families Post-COVID and Self-Regulation, Part 3 Roadmap to Recovery with Donna Gaywood. Conduct an interview with staff in your setting to explore partnership working. Evaluate partnership working in relation to: meeting children's additional needs safeguarding children children's transitions 21. Each local authority is required to provide information about services and pathways for families on their Local Offer outlining how they meet the needs of children identified with SEND. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Transitions should be viewed as an ongoing journey rather than a destination and Early Years practitioners are vital in preparing for transitions, supporting children during uncertainties and being there after the event as a reassuring presence. Often it is through early years developmental assessments when delays and concerns are identified. Then, plan some short sessions at the nursery, with and without their parent or carer, to help a child settle in gently. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. peep.ea.gr is using a security service for protection against online attacks. Communication is the key to a successful transition. By sharing information and collaborating with other professionals (e.g. Add each project to an Object. Free access to premium services like Tuneln, Mubi and more. Group of answer choices The 3-year-old child who frequently lifts her dress, 1pts An RN is working as a school nurse.Which of the following situations would alert the RN that a child is a victim of abuse? The benefits of working in partnership are enormous allowing all families to share information about their children's development or learning and supporting those children with particular needs to receive coordinated support. We've encountered a problem, please try again. Here are some key points to reflect upon when planning for the summer term with the inevitable moving on of a cohort of children. 5. meetings to evaluate needs and plan actions. Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming. RESPECTHave respect for the professionalism of the school teachers and for the knowledge parents have of their children. Activate your 30 day free trialto continue reading. There is a statutory requirement to complete the EYFS profile for each child at the end of the Reception year. Activity Get into three groups In your groups discuss your experiences of how you have worked in partnership with :- Key workers Parents Other professionals Note your examples on your sugar paper. A multi-agency approach to early intervention and prevention is important: developing effective, honest and open working practices can help overcome barriers. Transitions can be a difficult time for both children and their families. MA Education is part of the Mark Allen Group. Explain strategies to encourage healthy eating. FAQ, Parents App Apple Kia has a problem with speaking and maybe reluctant to have her assessed by a professional. 3.2. Why are parent partnerships so important? The final result was amazing, and I highly recommend www.HelpWriting.net to anyone in the same mindset as me. Safeguarding children from harm is everybodys responsibility. Offer parents a welcome pack with photos of the staff and the provision. The profile should be used to support a smooth transition to Key Stage 1 and help Year 1 teachers to plan an effective and appropriate curriculum that will meet the needs of all the children. Transition should be viewed as a process rather than a single event and children, practitioners and parents should all be involved in the process. There are many ways in which children benefit when parents and practitioners work together: The word Para means like and therefore, para language is like language. 30A-Ch12-Liquids-Solids-Intermol-Forces.pdf, Camels digestive anatomy and physiology..pptx. Organise settling-in sessions in the new room so that children can adjust to the new environment and staff gradually. %PDF-1.5 % FREE Parent App Staff should work with children and their families to provide a safe environment in which to support the childs individual needs. Pair a Reception child with a Year 1 buddy to share experiences. Explain the nutritional value of the main food groups. Encourage them to write down any questions they might have about what the transition involves. Just another site evaluate partnership working in relation to children's transitions This implies a sharing of information, responsibility, skills, decision-making and accountability & # x27 ; current. By sharing information and collaborating with social care professionals, Early Years practitioners can ensure that children are protected and receive the best possible care and support. Working in partnership with the local community where the child lives and valuing their beliefs and cultural diversity is essential in promoting good relationships and enriching for children, parents and staff. The main purpose of this work is to determine the requirements during the design and implementation of inquiry-based teaching interventions (structured and guided inquiry-based teaching), as well as to record their effect on the perception of the area and its measurement by . Research has demonstrated that partnership with parents is one of the ways in which early childhood teachers can be more effective, as it enhances their knowledge of the child. You could set up a meeting for the entire cohort or speak to parents individually. This is known as partnership working, where professionals support children, and their families, together in a holistic way. This in turn can support high aspirations for children and better outcomes. Education the school doctor and school nurse focused on the needs of children WHAT IS PARTNERSHIP WORKING? How would you respond when a client's family asks you to share personal information about the client? But with careful planning and communication, there are many ways in which you can support babies and their families when starting nursery. CU2940] Work in Partnership in Health and Social Care or Children and Young People's Settings [CU2940.1] Understand partnership working 1.1 Identify the features of effective partnership working All the parties involved have some sort of personal stake in the partnership; All the partners are working towards a common aim; Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, 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. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. For example: improvement in a child's behaviour over time thanks to effective parental involvement that has improved and contributed to a child's health, wellbeing learning and development Evaluate national and local initiatives which promote healthy eating. athaliah characteristics. Tap here to review the details. The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. click the attachment to see question Prepare a 1,000-1,250-word paper that focuses on United Healthcare case study Your essay should assess the readiness of the, Research a health care organization or network that spans several states with in the United States (United Healthcare, Vanguard, Banner Health, etc.). Parents may also feel more encouraged and supportive towards the school. 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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