evaluate partnership working in relation to children's transitions

Some more detailed assessments or observations may also be required. This could be a child that has a medical condition or developmental delay. Then, plan some short sessions at the nursery, with and without their parent or carer, to help a child settle in gently. One aspect of this transition, however, appears to be undervalued - how parent partnerships can support positive transitions for children. Part of the role of an early years practitioner is to ensure that parents understand the importance of projecting a positive perspective and enabling the child to enjoy the process of change despite the implications of moving to a different environment. A list of all guidance documents from the Government is available at www.gov.uk. ), Early Years practitioners can help to make sure that children settle in quickly and feel comfortable in their new environment. Pricing Staff should offer information such as advice line numbers and details of recommended professional bodies in a supportive and professional way. Parents and any professionals involved with the child should be invited. Be the first to get our inspirational guides, new articles, e-books and tips all straight to your inbox. Chief executive body and to evaluate partnership working in relation safeguarding and domestic abuse or technology can partners decide not. Working in partnership with the child, their parents and other professionals to assess and meet the needs of children is essential to promoting positive outcomes for children, and can be achieved by listening carefully to the child (their likes, dislikes, hopes and aspirations) and to the parents. Working in partnership will support children's additional needs. Enabling environments To create a shared level of expectation. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Elizabeth Thomas transitions' (Bronfenbrenner, 1979). hb```3,`Rb@qA`2a,`cb;!22$rf*P`6R;S.,qqa4bN- For example, a child that has a sensory impairment may require that the setting is adapted to meet their needs, or a child with a delay in their speech may need to practice vocalisation techniques with a practitioner. Partnership working is key to successful implementation of safeguarding practice and policy. 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 . Why are parent partnerships so important? 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. Ensure the child knows where everything is the toilets, where their favourite activities and toys are, the doors to the play area, where to hang up their coats and so on. Some local authorities have advisory teachers who can support settings to be as inclusive as possible for children who are integrating their home language with learning English. Story books can be a helpful way for children and parents to understand the upcoming transition and also to trigger any concerns or questions they might have. Sometimes a child needs to move to a new nursery or childminder due to a change in circumstances. The service requires full JavaScript support in order to view this website. If youd like to find out more about transitions and parent engagement, view the Nursery Story Resource Centre. How to support children who find change difficult? Here is how. Early years practitioners should ensure children are fully supported through these key transitions and plan for them appropriately, writes Elizabeth Walker. We would love to chat with you! Develop a clear settling-in policy and share it with parents. They start nursery, daycare or preschool for the first time. Review how each child is settling in on a daily basis with parents/key worker and use a settling-in diary. 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. 3 Gasper-3955-Ch-1:Allison Sample.qxp 18/11/2009 11:35 AM Page 3 . The provision should plan for any necessary training, resources or adaptations that are required before a child starts. It appears that you have an ad-blocker running. 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. Nursery Administration This article has been produced by Nursery World with sponsorship from Tribal. Please enable cookies on your browser and try again. Working parents will need to be made aware of their options for wraparound childcare to alleviate any concerns they might have if the school day is shorter than the early years setting day. Transitions can be a difficult time for both children and their families. And if there's a change of circumstances in the child . It provides evidence of high-quality education and care, and can support inspection preparation. Early years practitioners have an important role to play in supporting children when they are experiencing strong emotional upset. Some children find transitions more challenging than others, and they may need additional support. 3.2. 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. Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. Having a key person who is always responsible for the same small group of children ensures that they feel cared for, happy and settled at nursery. Evaluate partnership working in relation to: meeting children's additional needs safeguarding children children's transitions 21. hVn@}!zPA\DXEbW+93u@i4Z{3;s\c Analyse the importance of working in partnership with others. talking about emotions during circle time. Work with parents/carers in a way which encourages RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. Safeguarding: Recognising and Reporting Signs of Abuse, Safeguarding Service Users from Abuse or Harm: The Policy Context, Safeguarding Service Users from Abuse or Harm: Leadership and 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 . It helps the child to feel safe and secure while in the setting if they see that their parents feel comfortable there. 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. SPONSORED FEATURE In preparation for the interview: Summarise policy and procedural requirements in relation to partnership working. Communication is the key to a successful transition. Be prepared with evidence - based assessments when discussing childrens needs and progress, using the EYFS as a starting point. Contact Nursery Story Have a parallel procedure for children who start in the middle of terms or at other times. There are many different reasons why children may need additional support which involves working with professionals outside of your childcare facility. Ready to keep your business safe, compliant and ahead of industry change? Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Each of these are discussed below. Here, youll find a collection of video guides, e-books, articles and more to support the development of your Early Years setting. Implement an activity to support healthy eating in own setting. This is important for Reception-aged children and those moving into Year 1, as these children still require the reassurance and guidance of a responsive adult to make positive transitions, and a key person can tune in to a child's emotional response to change and act accordingly. Transitions do not always have to be a challenge; they can be fun, exciting and provide a pleasurable experience if supported appropriately. The move from Reception to Year 1 is a key transition in a childs education, as it is when they move from the EYFS to Key Stage 1 and the start of more formal schooling. 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.). hbbd``b`A+`9$8 .+k8"vO Tb] @; They can also make home visits to get to know their family, before visiting the new school for a play session during the summer term so children can meet their teachers, become familiar with their new environment and make new friends. Visual clues such as a transitional object or storyboard can help with communication. However, in most circumstances parents/carers are only too pleased to share information and receive appropriate support. Offer parents a welcome pack with photos of the staff and the provision. 3. Consider how a childs friendships will be affected by moving rooms. Our website uses cookies, mainly from 3rd party services. Each professional or agency will have a different role to play but each of them is all as important. An Early Years practitioner can play a crucial role in helping children and families cope with changes. Registers NEW! It is advised to categorise the Individual support plan into the following areas of need. 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. Partnership working means that, all agencies and professionals work together to safeguard children. Moving from one setting to another (e.g. Working in partnership with other professionals is essential when meeting the needs of children with additional needs. Starting at an early years provision or childminder offers exciting opportunities as well as challenges, and this transition needs to be managed sensitively and effectively. RESPECTHave respect for the professionalism of the school teachers and for the knowledge parents have of their children. Referral pathways should be outlined on the Local Offer. 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. 2: Evaluate observation methods in relation to current frameworks. A multi-agency approach to early intervention and prevention is important: developing effective, honest and open working practices can help overcome barriers. 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. You could set up a meeting for the entire cohort or speak to parents individually. Safeguarding children from harm is everybodys responsibility. For a child? Ensure experiences are provided which reflect childrens home life and culture. 5. For Nurseries Apple Attachment is the emotional bond that a child forms with someone looking after them, whether with a parent or carer or an Early Years practitioner. school teachers, SENCO etc. This is known as partnership working, where professionals support children, and their families, together in a holistic way. The aim of the integrated review at two years is for this information to be shared between health and education/childcare in discussion with parents and it is important that early years settings seek to connect with health visitors through the childs parents or directly to ensure that a holistic review takes place. Good practice involves: identifying a transition co-ordinator to liaise with schools, organising visits from school Reception teachers and introducing them to children in their current provision, talking to children about starting school and offering opportunities to share their feelings, such as at circle time, providing school role-play activities, such as uniform or book bags and reading books about starting school, encouraging independence at lunch and snack times, encouraging children to develop independence when putting on their coats/shoes and with personal self-care in readiness for starting school, providing the new school with childrens records of development, interests, special needs, etc. MA Education is part of the Mark Allen Group. So a key person who gets to know the child well understands their needs, likes and dislikes can support them more effectively. Positive Guidance & NAEYC Code of Ethics Presentation, Teaching Kids How to Think, Not What to Think, Brearn Wright -- Making Learning Meaningful, Orchard Primary School Parent Partnership Forum, Collaboration and communication action plan template part 1, Communication session for Diarrhea management programme, Hindustan Latex Family Planning Promotion Trust (HLFPPT). To information share about new levels of development, any concerns and any new likes or dislikes. How we work in partnership Key Person approach Parent partnership Working with other professional. 337 0 obj <>/Filter/FlateDecode/ID[<9BDADE4FBEA91F4982249C9442245674>]/Index[321 25]/Info 320 0 R/Length 82/Prev 111722/Root 322 0 R/Size 346/Type/XRef/W[1 2 1]>>stream By sharing information and collaborating with other professionals (e.g. It was written and produced by Nursery World to a brief agreed in advance with Tribal. NCFE CACHE Level 3 Diploma for the Early Years Educator, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Lead an activity to support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Plan for childrens participation in activities which support and extend emergent literacy, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Explain the use of systematic synthetic phonics in the teaching of reading, Explain strategies to support the development of emergent literacy in relation to current frameworks, Interact with children to meet individual language and communication needs, Develop a language rich environment for children, Analyse a language rich environment in relation to current frameworks for children, Explain what is meant by a language rich environment, Explain how working with others supports childrens emergent literacy from birth to 7 years, Describe factors which affect language and communication needs, Identify the stages of language and communication development from birth to 7 years, Lead opportunities which encourage childrens expressive art and design, Plan opportunities which encourage childrens expressive art and design. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Peter Scott-Morgan's two recent books ("The Reality of our Global Future" and "The Reality of Global Crises"). The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. Call 0800 231 5199 to learn more. or another professional may be called to asses a child. For a victim? The primary areas that Early Years practitioners will work in partnership with other professionals are in meeting childrens additional needs, safeguarding children and transitions. Conduct an interview with staff in your setting to explore partnership working. 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. Plan an open evening to introduce new teachers and explain the structure and routines in Year 1. Building good professional connections reduces working in isolation and provides a holistic view of children and families. Assessment criteria: Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions The primary areas that Early Years practitioners will work in partnership with other professionals are in meeting children's additional needs, safeguarding children and transitions. The Two of Swords: Symbols and Meaning. So its also vital that parents or carers are confident and happy to help support the child during the transition and, secondly, so that the child doesnt pick up on any anxieties they may have. Good communication between them all is vital and failing to do so could mean that a child who is suffering will be left unnoticed. Transitions in the Early Years Foundation Stage, Moving from home to nursery or childminder, Moving from room to room within the provision, Managing physical contact in early years provisions, Observing and monitoring staff performance in early years, General health and safety issues in early years settings, Influences within early years: Freidrich Froebel, Changes to the early years inspection handbook, How to complete the Progress Check at age two, Early Years Foundation Stage Profile data, Managing transitions in early years provisions. Outlining choices and enabling good understanding around options is key in partnership working and involves services being clear about their offer and thresholds for access. Give the family a photo of the childs key worker to show when talking about going to nursery. cognition and learning. Offer parents a welcome pack with photos of the staff and the provision. They need to develop warm, physical and loving relationship. Tribal's Quality Mark Early Years programme takes account of recent studies in early childhood education and a global understanding of best practice for our youngest children. Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. Unit 301 promote partnership working with parents.docx, Unit 2.3 Use legislation relating to the health and safety of children COMPLETE.docx, Unit 2.4 Follow legislation relating to equality, diversity and inclusive practice COMPLETE.docx, Unit 2.3 Health and safety (1.1,2.1,2.2,2.3).docx, Unit 3.13 - AC 1.4 - 1.5 - Analyse the impact of the stage of development on children's learning..od, Unit STL2C5 Maintain Relationships with Children and Young People.docx, 23 Given the following DNA molecule 5 AATAGCGGAT 3 3 TTATCGCCTA 5 Calculate the, Cmo se obtiene el dominio completo de la regin Dominando el 75 del petrleo, Memory modules plug directly into the motherboard and will always be installed, The example below is for research for a smartphone app that connects people who, Obsessed with the prospect of vengeance Vijay was convinced he had to take, 1 points QUESTION 10 1 Immediately preceding the onset of an eating disorder one, 144 Conformance vs Performance relative to the development of this city during, 2 CONSO FS DATE OF ACQUISITION - FINANCIAL POSITION.xlsx, 4trip assignment Search Questions Choices House connections to the laterals is, Obligations demandable at once a Pure obligation b Obligation in diem or, 26 What role did the Freedmens Bureau play in the lives of newly freed blacks A, 19 Figure 10 SST Survey standard deviation banding Author 2021 Figure 10 shows, A deer population increases in size from 2000 to 2300 individuals over one year, I need help with this assignment. An Early Years practitioner can play a crucial role in helping children and families cope with changes. 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. peep.ea.gr is using a security service for protection against online attacks. %%EOF Sign up for our free Navigate-Early Years e-alerts below and get the latest news & analysis sent straight to your inbox. Teachers can visit the child in their early years setting seeing them in an environment that they feel secure and comfortable in and gather information about a childs needs. Work to build positive professional relationships. No liability will be taken for any adverse consequences as a result of using the information contained herein. The journey: from home to nursery or childminder, Building solid parental relationships towards a positive transition, Enabling environments and develop a sense of security following a transition, Children learn in different ways and at different rates, Transitioning to primary school and beyond. You will be redirected once the validation is complete. 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. Also, in case of, divorce child possibly will move to another house and maybe, will need to change school. Have plenty of story books available depicting the move to school, both within the setting and also for children to borrow and read at home with their parents. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. 1455 Words6 Pages. 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'. Web Design with by Digital Craft. meetings to evaluate needs and plan actions. 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. They are also more confident in learning and exploring new activities. Posted by January 22, 2021 sonos beam shadow edition gen 2 on evaluate partnership working in relation to children's transitions However, partnerships are difficult to evaluate effectively and evaluations involve a series of trade-offs regarding what sort of coverage is gained, whose perspectives to involve and the main focus of the study. Learning Journeys Children thrive in secure and loving relationships. When you visit our website, it may store information through your browser from specific services, usually in the form of cookies. 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. Commit to working in partnership with other professionals and agencies and ensure parents are aware that this is your professional responsibility. Support Children with TransitionsPractice Principle 2: Partnerships with professionalsChildren and young people could be involved in a wide range of decisions, for example setting and reviewing policy, recruitment, budget, the environment, local planning etc. A positive relationship is essential to help the child cope through transition; someone who is there for them and provides support, both practically and emotionally. Plan an activity to support healthy eating in own setting. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Attachment or bonding is essential between the infant , child and parent. Share next steps and ideas for learning at home to engage parents and work collaboratively to ensure smooth transitions for all children. Define your Privacy Preferences and/or agree to our use of cookies. Especially if you have few eligible children, working with others will allow you for example to jointly commission bespoke training to meet your continuous professional development needs. The following checklist includes the key areas that providers should consider when they are developing transition policy and procedures. 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? Stability is vital in a childs early years, and research emphasises the importance of a key person and attachment in a childs development. 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 . 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. In practice the data will continue to be managed by the Partnership Business Unit. There is a statutory requirement to complete the EYFS profile for each child at the end of the Reception year. 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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