Op|=Qb=v!FDt\A !S&M!rW8qR !B\LhoH]#444::":"B[C;:ZAs];sww Y>L+Af()BwU8,e 3.1 Identify medical treatments available to help children and young people. 2.5lo1. In some ways these sorts of events provide a rhythm to the year a pattern that is variable and flexible depending on many factors but is also fairly predicable many people describe this as long term planning. V+I+;{GGGCjG3pT!Jjf!`BIR Here are some ways you can help support and encourage emergent literacy in a child care setting: Read to children regularly, both in large groups and individually. This framework sets out the standards that all early years providers must meet to ensure that children are given the best possible start in life. There is also more emphasis on self-evaluation (through Self Evaluation Forms - SEFs), working in partnership with other professionals and families, and helping Easy and simple ways to support children's Mathematical development in Nursery For some practitioner's planning mathematical activities can have it challenges. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Activate your 30 day free trialto continue reading. The note-taker should move away while this is happening. Early mathematics is an important part of the Early Year's Foundation Stage. Play and childcare providers must plan, record and report on the development and early learning of children in their care in a more coordinated way. In addition, the Department considers that a secondary purpose of the assessment is to provide an accurate national data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of childrens development and their readiness for the next phase of their education both nationally and locally (school level results are not to be be published in the Performance Tables). 4 30th January 2023 . personal, social and emotional development. Added a new statutory framework for the early years foundation stage which applies from 1 September 2021. R(pdv1&MYA=B7T2=i*xT`"VXt2G2WD'sqcPR/nP!(vc#x(sA@YA@7NbXT WLa5 However all planning should be flexible and used as a guide rather than followed slavishly. Moving up in school parent/carer, key worker, new class staff discuss targets, development, likes and dislikes. Additionally, by having multiple partners involved in providing services for young children, there is increased accountability as each partner organisation takes responsibility for ensuring that high-quality standards are maintained throughout their service delivery process. 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 3.5 Identify therapies which can be used to help children and young people. The teams of people working together are also referred to as Multi-agency. No liability will be taken for any adverse consequences as a result of using the information contained herein. Learners should consider everything discussed relating to working in partnership and possible barriers. Through partnerships between childcare providers, parents and other relevant stakeholders such as local schools or health centres, we can ensure that all children receive a good start in life by being provided with the best possible education and care available today. The current preferred term is partnership working but even this may not capture Find out about the Wake Up Shake Up programme. D2 Current Frameworks with regard to partnership working Three elements pre-assessment checklist Prepare, discuss, deliver Completion of CAF form What are the EYFS requirements with regards to working in partnership? Working together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Unit 13: Partnership working in the early years 291 Unit 14: Support the needs of the child in preparing for school 307. Added guidance on the 2021 early years foundation stage profile (EYFSP) assessment and paediatric first aid (PFA)certificate requalification training. Strategies and interventions to facilitate emergent literacy focus on the development of the six key components: oral language. The Early Years Foundation Stage 00013-2007BKT-EN . Session 1. Reflect on own role when supporting healthy eating in own setting. The EYFS is not only important for the care and development of children but also for safeguarding them. Amended 'Early years foundation stage: coronavirus disapplications' to remove reference to the original transition period and the PFA certification extensions, both which ended on 25 November 2020. Early year practitioners enjoy working with children and understand the importance of working in a setting that requires dedication, committment and qualifications that demonstrate early years education and skills. When working with other agencies, it is important to respect the confidential nature of the shared information. Time: 15 mins Read the article complete the written questions LO1. knowledge of the conventions of print/braille and print/braille intentionality. Partnership working is when different organisations come together to work towards a common goal. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. hbbd``b`A"`Z$@,{0v@sNq@ Learners should reflect on their own knowledge of the support available at their own setting. Because each child has a unique set of abilities and talents, observations in different situations capture these first hand. 3.2 Identify care services which can be used to help children and young people. @E?#bp}$$}p_eLJ?MJH6.a*$W.MKO8u5X>h`t@ Added guidance to the temporarily disapplied, and modified certain elements of the EYFS statutory framework. They also add disapplications around paediatric first aid to the transitional period, which originally only applied to disapplications around staffing levels. Observation is referred to in several places in the revised Early Years Foundation Stage. You have accepted additional cookies. Information from the Independent research and Group activities should be used in this discussion. Changes to the EYFS framework became law in September 2021. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. 1. One of the key aspects of safeguarding children is confidentiality. However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. This is the stuff of short-term planning the fleeting but compelling interests of this child on this day. Updated to reflect the extension of the validity of current PFA certificates. Learning outcomes LO1. 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. Amended the content on early years foundation stage coronavirus disapplications to reflect the updated arrangements that were put in place from 26 September 2020, and national restrictions. Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years; Understand the role of early intervention in partnership working. AC 1.4 Describe benefits of working in partnership with parents/carers in relation to supporting children's exercise. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. Help for early years providers and childminders working with 0 to 4 year olds is available. Additionally, by sharing resources between partner organisations, childcare providers can also reduce costs which helps them keep prices low for parents who are looking for affordable childcare options. The Observing What a Child is Learning approach in the Development Matters in the Early Years Foundation Stage document can support developing systematic observations. Well send you a link to a feedback form. Working Together to Safeguard Children (2018) is a publication by the government that is a statutory guide to interagency working for the safeguarding and protection of children. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned. Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: 1.2 Describe partnership working in relation to current frameworks. concept development. Level 3 Diploma for the Early Years Educator, Describe partnership working in relation to current frameworks, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. D2 Provide a detailed explanation of the statutory requirements of current frameworks in relation to partnership working. The SlideShare family just got bigger. However, following the decision to abandon on-entry assessment ofchildren enteringreception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. You have rejected additional cookies. In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide 'partnership' working between practitioners and parents. Explain the impacts of poor diet on childrens health and development in the: short term, long term. The information on this page was automatically generated by a computer program. Between long term planning and the experiences that are planned for children on a daily and weekly basis are the medium-term plans that are made to ensure that over six weeks or a half term certain areas of learning are addressed for example focusing on particular stories to help children to think about friendship. Now customize the name of a clipboard to store your clips. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, How the EYFSP works and what the levels or scores mean, personal, social and emotional development. Activate your 30 day free trialto unlock unlimited reading. endstream endobj startxref To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. describe partnership working in relation to current frameworks eyfs. Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. Observation, Assessment and Planning EYFS Statutory Assessment. However, some settings and schools will plan certain things in a similar way these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, Updated as inspections of early years providers resume on 4 May, the disapplications to the early years foundation stage profile are in force (and no longer subject to parliamentary approval), and paediatric first aid practitioners must attend requalification training to renew expired certificates. Creating the framework for partnership working Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. It is important that parents and practitioners share what they know about these three things so that they can decide whether the childs development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on what to provide in future to support the child to develop new interests, learn new skills and acquire new knowledge. Unit 2.1: An introduction to the role ofthe early years practitioner. To support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and Key Stage 1 teachers. The most important planning that is done is the short-term daily/weekly planning that arises from discussions with the children and their parents and is based around their current interests. Do not sell or share my personal information, 1. In this blog post, we will discuss how partnership working fits into the Early Years frameworks and why it is important for childrens development. 3. Early Years Framework report part 1 (602 kB) Early Years Framework report part 2 (449 kB) (Scottish Government, 2008) Categories: Other Resource types: Report Topics: early years. To sum up, partnership working plays an important role in todays Early Years frameworks as it allows different organisations to come together and share resources in order to provide better quality services for young children at an affordable cost. A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor."1 While this working definition is not very precise, it does help distinguish partnerships from other forms of aid relationships. News stories, speeches, letters and notices, Reports, analysis and official statistics, Data, Freedom of Information releases and corporate reports. Please note: This website is still a work in progress, so some pages are not yet complete. 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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