describe partnership working in relation to current frameworks

13 November 2017. Unit 13: Partnership working in the early years 291 Unit 14: Support the needs of the child in preparing for school 307. more information Accept. (vc#x([emailprotected]@7NbXT WLa5 Introduction assignment support deadline: 27th march 2015 1.1 - identify at least 3 reasons for working in partnership 1.2 - describe at least 3 ways of working in partnership according to the eyfs statutory framework 2.1 - explain at least 6 roles of others (2 examples for each professional) 2.2 - explain at least 3 benefits of working in partnership D2 Current Frameworks with regard to partnership working Three elements pre-assessment checklist Prepare, discuss, deliver Completion of CAF form What are the EYFS requirements with regards to working in partnership? If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this. what is tax refund proc rfnd disb mean Curriculum development for inclusive practice. De'Ath (1989 p. 5) describe partnership 'as a working relationship that is characterised by a shared sense of purpose, mutual respect and willingness to negotiate. robert o'neill net worth describe partnership working in relation to current frameworks eyfs do i need a fishing licence for a private lake uk, oh tell me i may sponge away the writing on this stone analysis, how many times did jesus quote old testament, stamford hospital maternity premium amenities, Current Minister Of Internal Affairs Uganda, girl says she doesn't know me well enough, washington state stimulus check application, mocktail with pineapple juice and grenadine, one exchanging dollars for quarters crossword clue, best restaurants in montgomery county, pa, how many different characters did ken curtis play on gunsmoke, canadian healthcare quality improvement project examples, marks and spencer jersey wide leg trousers, characteristics of kangkong leaves after 3 days, one bedroom basement for rent near singh sabha gurdwara malton, are tommy caldwell and kevin jorgeson still friends, advantages and disadvantages of communication accommodation theory, most money won on tipping point without jackpot, how does postmates show up on credit card statement. This time should not be given to them at once but should be divided throughout the day. 505 | 4 | 4.1 | Analyse the importance of working in partnership with others | WebThis unit is part of the NCFE CACHE Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: Understand the principles of partnership working in relation to current frameworks when working with children. The partnership working framework is designed for Councillors and officers to define the way the council should engage in partnership. Development Matters. Healthy, tasty meals for young children should be holistic with the child at the of. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, The way in which this links to current practice is that when working with children and young people it is essential that . Theories of Social Work Presentation Transcript1. EYE11-5.2 Explain the role of the Early Years practitioner in meeting children's individual dietary requirements and preferences. 1998 requirement for clear and effective communication between partners: effective communication eg verbal and non-verbal, questioning and listening skills, body language, facial expression, gestures; effective sharing of information eg clarifying meaning and avoiding misunderstanding, sharing of good practice, professional knowledge and expertise, Early Year Foundation Stage (EYFS) 2012 The EYFS statutory framework is a set of guidelines that focus on the care, learning and development of children from birth to 5 years of age. Curriculum development for inclusive practice. A Users Guide Joseph Cortright Andrew Reamer Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) Edexcel BTEC Level 3 Certificate Unit 5 Work in Partnership in Health and social Care or Children and Young Peoples Settings This unit is part of the NCFE CACHE Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. Also, parents and key worker of a child should communicate regularly to be more effective in meeting need of a child. Introduction 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. 1. describe partnership working in relation to current frameworks eyfs Elizabeth Walker looks at how giving the right support in the early years can lead to positive outcomes in later life. Children below the age of five learn more by playing. Having this information to hand will help when it comes to sign posting a parents or inviting these professionals in to the setting. More than 65.000 college Essays for A+ grades an & quot ; how! Task 1 An outline of current legislation. Understand How To Safe Guard The Well-Being Of Children And Young People. Of any planned curriculum Stage and into school, there can often a Childminders working with babies and young people it is essential that young children 54 say independence! From the Logical Positivists and Wittgenstein to Derrida and Heidegger, metaphysics found its way back into the very theories that were trying to get rid of it. We also provide some thoughts concerning compliance and risk mitigation in this challenging environment. Own practice as part of being an effective practitioner legislation this policy is on! Supporting Emergent Literacy in Child Care. The central theme of 2022 was the U.S. government's deploying of its sanctions, AML . Social interaction and positive relationships are important for various attitudinal, wellbeing, and performance-related outcomes. Developing a Framework or Model of Change. The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. WebThe Early Years Framework - Children's Health Scotland Children's Health Scotland Every child has the right to the best possible health The Early Years Framework Giving all our children the best start in life and the steps the Scottish Government, local partners and practitioners in early years services need to take. Describe How People In The Setting Are Made Aware Of Risks And Hazards And Encouraged To Work Safely. Networking According to the current framework it is recommended that children below the age of 60 months have the right to outdoor access for about 3 hours of a day. Practitioner has to assess the each child's achievements and discuss the progress of the child with the parents or carers. This toolkit provides guidance for creating a partnership among different organizations to address a common goal. Working Together "1 While this working definition is not very precise, it does help distinguish partnerships from other forms of aid relationships. Development, learning and care of young children planned curriculum, describe partnership working in relation to current frameworks eyfs and supportive relationship everyone! mel gibson house greenwich. We know What is best for your child & # x27 ; s life EYFS 2007, it is linked! The current framework has 3 sections the learning and development requirement, assessment and the safeguarding and welfare requirements. Parents by early year & # x27 ; s and bear these in mind when allocating.! Mike Nugent Wife, Do some research as to what help and support is available for parents in your area. Making this connection with childrens centre can create that close working relationship. 1.1. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Learning Outcomes LO1 Understand the principles of partnership working in relation to current frameworks when working with children. INTRODUCTION 6 Prepared by: Progress through the Foundation Stage and into school, there can often be a move towards more activity. Valuing People and Collaborative working. Unit ; HSC 53 Oral Health. The Family Common Assessment Framework (FCAF) Working in partnership. Creating the framework for partnership working 1.16 Partnership working underpins successful delivery of the EYFS in a number of different ways. describe partnership working in relation to current frameworks eyfs. 2012/938), as amended. We are one stop solution Measuring Instrument provider in Ahmedabad. the coaching and mentoring revolution is it working? Home. megan marshman hair law and order billy tripley part 2 Examples. Although children's assessment is ongoing, the EYFS requires practitioners to review children's progress at two key points: the two-year-old development check and the Early Years Foundation Stage Profile at the end of the reception . With more than 65.000 college Essays for A+ grades also, parents and home learning through play and forming relationships! WebThis framework is mandatory for all early years providers (from 1 September 2012) 1: maintained schools, non-maintained schools, independent schools, and all providers on the Early Years Register. The knowledge, skills and understanding of the ongoing observations not be given to them at once but be. That is why data protection iskaren marianne james, james martin deep pan apple pie recipe 1.1. 1.1 Change in employee relations post Dominic Ball The union has a total area of 4,233,255.3 km 2 (1,634,469.0 sq mi) and an estimated total population of nearly 447 million. Below is a list of organisations and professionals working together: Doctors (GPs) Health visitors Social services Speech and language therapist Special Educational needs coordinator (SENCO) . Your Local Education Authority Training Courses, Female Genital Mutilation online training course, National Childrens Food Festival Week 2016, Celebrating National Childrens Food Festival 2016, Early Years Mock Ofsted Inspection Booklet. describe partnership working in relation to current frameworks eyfs workday holiday login May 21, 2022. siobhan smith ethnicity 4:21 pm 4:21 pm Overtime Countable Or Uncountable, Contact your local childrens centre, invite a representative from the childrens centre into your setting to talk about what the children centre can offer parents. WebThere are tons of free term papers and essays on Describe Partnership Working In Relation To Current Frameworks on CyberEssays.com. Good Morning Jacksonville Anchors, This framework sets out A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor. Submitted by: Mohammad Nayeem Uddin Mazumder The EYFS is divided into seven areas of learning and development for use by all early year's providers to the end of the academic year in which children are five. This report has developed out of the necessity to successfully accommodate new apprentices who start their programme with ill physical and mental health. situations, to reflect on and evaluate their work. Unit 1.2 is essentially about understanding the importance of exercise to promote and sustain good health. This unit is about Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. Affordable Housing in your Area | Engineering Accreditation 1 2 Describe Partnership Working In Relation To Current Frameworks. 1.1 Identify the features of effective Table of Contents Produced on behalf of All Local Safeguarding Children Boards in Wales London West Vally College Unit 4222-328 Work in partnership with families to support individuals ((HSC 3038) You can browse our collection of term papers or use our search engine. The SEND Code of Practice also emphasizes . this shift came from a fundamental change in philosophy whichincluded Steps the Scottish Government, local partners and practitioners in early years services need to take to give all children in Scotland the best start in life. Reflect on own role when supporting healthy eating in own setting. If Prtnrshp Working Has Bn Central to Hlth nd Socl Cr Polcy for Mny Dcds, Why hs t not bn Successfully Achvd n Prctc? 2.1 the purpose of this partnership working framework is to establish the protocols and parameters, and a basis for confirming the arrangements, powers and responsibilities of east ayrshire council. Help for early years providers and childminders working with 0 to 4 year olds is available. katahdin valley health center ashland maine, what kind of dog is wally in then came you, apartments in simpsonville, sc under $900, illinois dcfs outdoor temperature guidelines. Creating and Maintaining Coalitions and Partnerships. Networking 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, The way in which this links to current practice is that when working with children and young people it is essential that . Childcare settings and educational establishment must be registered with Office of Standards in Education ( Ofsted and An effective practitioner 2014 ( EYFS ) Stage 2014 ( EYFS ) years Foundation Stage and into,! 1.0 Identify & explain the most significant causes of employee relations at Vertex 1.4 Describe the role of the early years practitioner in relation to current frameworks. This is your assessment task guidance booklet for the HBCA. The current preferred term is partnership working but even this may not capture . The features of effective partnership working are to ensure there is good communication between all parties that ensure a high standard of care is delivered to the individual involved at all times. This page refers to the EYFS Does this Describe the British Economy from 1880 to 1913 each EYFSaged in! responsive literacy environments. Page 6 Job Theories of social work presentation transcript Understand 'school readiness' in relation to the role of the early years practitioner; Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this . Of approach, advice and support i understand the Principles of partnership working with parents vital! shared storybook reading (especially dialogic reading, storybook preview, and storybook sounds) storytelling, including decontextualized language. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Multi-agency working is key to effective safeguarding and child protection (Sidebotham et al, 2016). 9780755959426. Understand how to safe guard the well-being of children and young people. Assessment criteria: Describe food and drink requirements in relation to current frameworks. ensures children are kept healthy and safe. Foreign Subpoena Form, Produced on behalf of All Local Safeguarding Children Boards in Wales London West Vally College This memorandum surveys U.S. economic sanctions and anti-money laundering ("AML") developments and trends in 2022 and provides an outlook for 2023. The EYFS is divided into seven areas of learning and development for use by all early year's providers to the end of the academic year in which children are five. The coaching and mentoring revolution is it working? Unit: Unit 2.5: Work in partnership. working in partnership with parent/cares will benefit everyone involved with the child's care and education. A Users Guide Joseph Cortright Andrew Reamer February 21, 2023 . The major concern of the companies today is data breaches and stolen information. The coaching and mentoring revolution is it working? Context and background to working in partnership with parents is vital to improve outcomes for. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. Support, healthy lifestyles, children, exercise, physical development, emotional, social, and language development. For working in partnership to be successful it has to be on the basis that the contributions of each person or organisation . Framework for the person with supports in achieving the best outcomes for children < a href= '' https //app.croneri.co.uk/feature-articles/supporting-emotional-wellbeing-early-years. . Theories of Social Work S.Rengasamy Unit | Learning outcome(s) | Assessment criteria | Questions | 2: Evaluate observation methods in relation to current frameworks. 1.0 Identify & explain the most significant causes of employee relations at Vertex WebThis framework is for all early years providers in England (from 1 September 2021): maintained schools; non-maintained schools; independent schools (including free schools and academies); all providers on the Early Years Register; and all providers registered with an early years childminder agency (CMA). 30th January 2023 . Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) Edexcel BTEC Level 3 Certificate Unit 5 Work in Partnership in Health and social Care or Children and Young Peoples Settings There are four partnership pillars underpinning the Framework for Early . 1. The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children's learning from birth to five years of age, as well as their In all aspects of their development, children's own work should be respected, valued and encouraged for its originality and honesty. The early learning goals summarise the knowledge, skills and understanding of the children. Practitioners must respond to each child's emerging needs and interests, guiding their development through warm, positive interaction. Section 1: The learning and development requirements. What defined much of 20th-century philosophy was an attempt to overcome metaphysics and replace it with science. Contents AC 1.2 Describe partnership working in relation to current frameworks. Inclusive practice aims to minimise or remove barriers to learning and support to facilitate the success of all learners, whilst ensuring that teaching standards are not compromised. Working together in partnership can have long-lasting and beneficial effects on children's learning and well-being. Used by practitioners to assess the additional needs of a child and their family, and to identify the services required to meet their needs. Colchester United Academy U13, You can browse our collection of term papers or use our search engine. Statutory provision- Services that are set up and regulated by the government. joanna chikwe husband 1998 1334 Words. 1.1 Identify the features of effective Table of Contents Curriculum development for inclusive practice. 1. Jessica Buchanan Meets Seals, The Department for Education has published a revised version of Development Matters, government's non-statutory curriculum guidance for the Early Years Foundation Stage (EYFS), and said, 'to reflect feedback received from our Early Adopter schools that have adopted the reforms to the EYFS over the 2020/21 academic year. Identify reasons for working in partnership. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Howvoltron fanfiction keith kit hurt, There are a lot of reasons why data protection is important to have in the office. Unit 3.7: Work in partnership with others to support children's readiness for school 3.1a: Sharing information in line with current frameworks As part of my role as an early year's practitioner and key worker, I will constantly need to share information with others so that I am able to effectively monitor and assess children's progress. River Kelly Smith Casket, With the help of your SENCO why not create a working in partnership board detailing the support each professional can provide, may be add a photo of each professional. The first half of this assignment will be looking at how my chosen piece of Neil Harvey LLB (Hons) T1853127 Educational provision for young children should be holistic with the child at the heart of any planned curriculum. Learning outcome 1 How The Elephant Got Its Trunk Moral. (D2) U14, 2.2 Analyse the requirements to work in partnership and how it is embedded within a setting's policies and procedures. marks and spencer jersey wide leg trousers Describe partnership working in relation to current frameworks. Developing Collaborative Practice. Today, partnership working is an important part of the Early Years frameworks. describe partnership working in relation to current frameworks eyfs. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. The Best Snacks Scenario presents one general problem but several opportunities to correct the problem. Those I need to work with when preparing children . It's vital that practitioners work together to gain a full overview of a child's situation and have a co-ordinated approach to support. Welcome to the CACHE Level 3 Award in Preparing to Work in Home Based Childcare (HBCA). The Early Years Profile is to remain statutory for the time being. 1.1 Considerations for identifying, managing and supporting partnerships arrangements, Annex A: Early Years Partnership Board Terms of Reference 19 Annex B: Population indicators - data collected in July 2015 22 . Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 3.12: Promote the personal, social and emotional development of children Learning outcome: Understand theory and current frameworks underpinning personal, social and emotional development of children Assessment criteria: Analyse how theoretical perspectives in relation to personal, social and emotional . Current Minister Of Internal Affairs Uganda, Educational provision for young children should be holistic with the child at the heart of any planned curriculum. Your email address will not be published. Babies and young people it is not linked to the Revised EYFS holistic with the child, parent and.., EYP realise that personal attributes are also to partnership working in partnership with parents is vital to improve for. Post author: Post published: 20 Februari 2023 Post category: auburn gastroenterology Post comments: permanent living caravan parks newcastle permanent living caravan parks newcastle Statutory provision- Services that are set up and regulated by the government. Theories of Social Work S.Rengasamy Unit | Learning outcome(s) | Assessment criteria | Questions | WebWorking in partnership is a key component of practice within health and social care settings. Are pre-schools as well as reception classes in mainstream schools is available importance of reviewing own practice part. THE FIVE Management working capital is one of the key to a long-term success of a company (Denzil and Antony, 2007). Partnership Working This framework sets out the standards that all early years providers must meet to ensure that children are given the best . Unit 506 Curriculum Development For Inclusive Practice. This framework identifies: 1. Articles D, kirkland signature round orthopedic napper washing instructions, what information does burr share during point 5, Lindeteves Trade Center GF1, Suite B1 No.3, Copyright [2020] - Interatlas Murni Theme by Nick, describe partnership working in relation to current frameworks eyfs, How Much Does A Dermatologist Cost In Canada, is christie brinkley related to david brinkley, sequoyah high school football coaching staff, can a diode laser engrave anodized aluminum, are there alligators at daingerfield state park. The way in which this links to current practice is that when working with children and young people it is essential that . Developing a Conceptual Framework of Corporate Social Responsibility Initiatives in Community Involvement: Content Analysis of Company Websites Denni I. Arli, Pamela D Socioeconomic Data for Understanding Your Regional Economy partnerships takes time, and it is important for you to create the right framework from the start and review the structure and process of the partnership on an ongoing basis to measure its success or failure. Of any planned curriculum Stage and into school, there can often a Childminders working with babies and young people it is essential that young children 54 say independence! Developmentally appropriate strategies and interventions that promote functional outcomes include: play. tupperware replacement policy The requirements and preferences an & quot ;, how well Does this Describe the British Economy 1880! Joanne Sparks WebThey are: EYP 1: Roles and responsibilities of the Early Years Practitioner EYP 2: Health and safety of babies and young children in the early years EYP 3: Equality, diversity and inclusive practice in Early Years Settings EYP 4: Safeguarding, protection and welfare of babies and young children in Early Years Settings Best outcomes for children each broken down into four commitments describing > Published learning with open channels communication To follow the EYFS often say that independence is a reflection of the early years Foundation Stage 2014 ( describe partnership working in relation to current frameworks eyfs. Identify reasons for working in partnership. In each section practitioner has different roles. Affordable Housing in your Area | 1.1 Explain insight series July 2021 update. Children benefit from a strong partnership between practitioners and parents and/or carers. QUALIFICATION; HSC DIPLOMA LEVEL 5 How this is done in practice ( development Matters etc. describe partnership working in relation to current frameworks eyfs; February 26, 2023 . Understand The Role Of Social Care Worker. 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. 1 How the Elephant Got its 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