It is common for childrens play to reflect what is happening around them and this is a healthy response which should be encouraged. Meet with staff to review and update transition policies and procedures. Make provision for parents with English as an additional language or those with poor literacy skills. Use photographs of children (taken with parental permission) for labels and in welcoming displays. Registers NEW! Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. It often involves sharing information, discussion and a commitment to working as a team around the child says Rebecca Fisk. The aim of the integrated review at two years is for this information to be shared between health and education/childcare in discussion with parents and it is important that early years settings seek to connect with health visitors through the childs parents or directly to ensure that a holistic review takes place. Changes can be daunting but are unavoidable for many babies and children. It is important that children and parents are given opportunities to familiarise themselves with the school environment so that they can start building relationships with the key members of staff. Speech and Language Therapists), Early Years practitioners can ensure that children receive the best possible care and support. So it can be helpful to establish a goodbye routine, perhaps using a favourite toy. Why are parent partnerships so important? An Early Years practitioner can play a crucial role in helping children and families cope with changes. For example, in an Early Years setting, there should be accessible zones or areas that offer various opportunities for play and experiences that reflect the childs age and developmental stage, helping them develop a sense of security and belonging and cope with changes. Know each child well Plan an activity to support healthy eating in own setting. MA Education is part of the Mark Allen Group. Engaging with parents and communicating clearly and effectively with them can help and support a positive transition. All Rights Reserved, Supporting transitions: Effective partnership working between families, carers and practitioners, Tribal Quality Mark case study: Improving practices, provision and performance of Early Years language, communication and mathematics, Tribal Quality Mark case study: Striking the perfect balance of external challenge and recognition of excellent work, Tribal Group blog: Five steps to embed a culture of continuous improvement in early years settings. Have plenty of story books available depicting the move to school, both within the setting and also for children to borrow and read at home with their parents. There are many possible professionals who may be involved in the lives of children with special educational needs, from hospital staff who deal with medical conditions, to speech and language therapists who assess and deliver programmes to support communication and language development. Working in Partnership means to work together to ensure the best possible outcomes for the child, Effective partnership working requires strong communication skills, mutual respect, common goals and protocols for information sharing. Course Hero is not sponsored or endorsed by any college or university. with other early years practitioners or school teachers in which, There are many transitions in children lifes but with some of, them they might to struggle and help of other professionals, For example, situation at home such as divorce of parents can, impact childrens ability to learn. Facilitate visits between Reception and Year 1 children. Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. Develop a clear settling-in policy and share it with parents. peep.ea.gr is using a security service for protection against online attacks. The thresholds for Early Help or referrals to Childrens Services will also be available locally. Have a planned review or parents evening to assess how the child is settling in. Preparation for the transition should begin early and childcare providers should develop positive relationships with schools to facilitate the process. Transitions can be a difficult time for both children and their families. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. The transition from an early years setting to a school setting is a much-researched area of early years practice. social, emotional and . The primary areas that Early Years practitioners will work in partnership with other professionals are in meeting childrens additional needs, safeguarding children and transitions. In order to care for the child it is essential that parents/carers are given the opportunity to talk openly about their childs needs without judgement by professionals. Transitions in the Early Years Foundation Stage, Moving from home to nursery or childminder, Moving from room to room within the provision, Managing physical contact in early years provisions, Observing and monitoring staff performance in early years, General health and safety issues in early years settings, Influences within early years: Freidrich Froebel, Changes to the early years inspection handbook, How to complete the Progress Check at age two, Early Years Foundation Stage Profile data, Managing transitions in early years provisions. You could set up a meeting for the entire cohort or speak to parents individually. Always follow safeguarding guidelines when gaining permissions from parents for information sharing. Give the family a photo of the childs key worker to show when talking about going to nursery. When relationships are respectful, it can lead to an open dialogue which is more supportive of positive transitions. Key points to consider include the following. Joint Local Area Reviews are undertaken to review if local authorities are meeting their statutory duties for partnership working under the SEND Code of Practice, which can include visits to early years providers. Those working with children need to be aware of the fresh opportunities that are opening up and which can help every individual to maximise their full potential. Children maybe being seen by a specialist such as a speech and language therapist and they can share advice and support so that everyone in the team can get involved to support the child. A child's individual support plan should include targets following the SMART approach and be reviewed regarding following the approach Asses, plan do and review. Enabling environments Room-to-room transitions also require planning and staff should ensure that children are fully supported in this move. Moving from one setting to another (e.g. Activate your 30 day free trialto continue reading. Describe food and drink requirements in relation to current frameworks. They start nursery, daycare or preschool for the first time. Organise settling-in sessions in the new room so that children can adjust to the new environment and staff gradually. How would you respond when a client's family asks you to share personal information about the client? Transition should be viewed as a process rather than a single event and children, practitioners and parents should all be involved in the process. cognition and learning. Also, in case of, divorce child possibly will move to another house and maybe, will need to change school. For example, suspicions, allegations or disclosures of harm, abuse or neglect may need to be reported to social services. Everyone has an important part to play but it is important that everyone understands the roles of everyone else within the team. The principle of well-planned transitions and of working with parents to ensure that childrens needs are met appropriately is embedded within the Early Years Foundation Stage (EYFS). The move from Reception to Year 1 is a key transition in a childs education, as it is when they move from the EYFS to Key Stage 1 and the start of more formal schooling. The following checklist includes the key areas that providers should consider when they are developing transition policy and procedures. If youd like to find out more about transitions and parent engagement, view the Nursery Story Resource Centre. Whether moving to a different room or changing to a different activity, give them plenty of warning that a change is about to happen. Research suggests that transitions are central to young childrens development and emotional wellbeing, and the way in which the first transitions are handled could have a significant impact on the childs capacity to cope with change in the short and long term. Ideally, your first meeting with the child should be in their home, so you can get to know them and understand their routine in their own environment. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: Understand how to work in partnership Assessment criteria: Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions . When transitions are not managed effectively, this can cause issues for children later on in life ( LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008) Settings and practitioners who promote positive transitions support children's development of resilience (Douglass, 2016). A transition for a child with special educational needs (SEN) or disability may need additional planning to ensure that it is smooth and successful from the beginning. Chief executive body and to evaluate partnership working in relation safeguarding and domestic abuse or technology can partners decide not. ZDt{:=::DGCGDDcGccGGF@ X' X,wC_!c,.n,H`3ce@YH00N: Why is a Key Person and Attachment so important in transitions? RESPECTHave respect for the professionalism of the school teachers and for the knowledge parents have of their children. Work to build positive professional relationships. Find out how the schools communicate with parents and share with schools how parents engage with practitioners at your setting. Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. Outlining choices and enabling good understanding around options is key in partnership working and involves services being clear about their offer and thresholds for access. Instant messaging So how do early years practitioners involve parents in this area of practice and enable them to understand that this transition can be positive? Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Whether a nursery setting is an entirely new experience to the child or theyre moving to a new provider, the first few weeks in a new nursery can be a challenging time. 3.2. Sometimes a child needs to move to a new nursery or childminder due to a change in circumstances. In conjunction with the school, parents can be informed of the best ways they can help to prepare their child for the transition; for example, supporting them with dressing themselves, personal hygiene, trying new foods or regularly going to the park nearest the school to familiarise themselves with the area. Ensure Year 1 practitioners build on the EYFS approach. Ready to keep your business safe, compliant and ahead of industry change? Click here to review the details. hVn@}!zPA\DXEbW+93u@i4Z{3;s\c This implies a sharing of information, responsibility, skills, decision-making and accountability & # x27 ; current. Ensure all staff are aware of the Local Offer and are confident to signpost parents to services as appropriate. Early years practitioners can support children by: sharing stories about transition or loss appropriate for the childs age, observing children to identify behaviour changes, areas of interest and friendships, having puppets and dolls in the role play area for children to use to express themselves, allowing children to express their emotions through mark making and painting. To create a shared level of expectation. The SlideShare family just got bigger. Working in partnership with parents is central to the Early Years Foundation Stage (EYFS) in England and the National Minimum Standards for Registered Childcare (NMS) in Wales. Helping a child to settle into nursery is a gradual process rather than a matter of ticking boxes. For example, building a secure attachment with a nursery teacher or other key person helps support a child who may find transitions, such as separating from their caregiver challenging. Ready to keep your business safe, compliant and ahead of industry change? Organise home visits and introduce the childs key worker. Peter Scott-Morgan's two recent books ("The Reality of our Global Future" and "The Reality of Global Crises"). Visit schools to see how they set up their classrooms and consider developing a role play area for children to explore in the early years setting. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions; Identify different family structures; Analyse benefits of working in partnership with different parents/carers; Identify when parents/carers need support; Give examples of support which may be offered to parents . Please note: This website is still a work in progress, so some pages are not yet complete. Story books can be a helpful way for children and parents to understand the upcoming transition and also to trigger any concerns or questions they might have. For example, building a secure attachment with a nursery teacher or other key person helps support a child who may find transitions, such as separating from their caregiver challenging. Ensure experiences are provided which reflect childrens home life and culture. Call 0800 231 5199 to learn more. Click to enable/disable Google Analytics tracking code. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 3.13: Support children with additional needsLearning outcome: 4 Understand the role of early intervention in partnership workingAssessment criteria: 4.4 Evaluate the principles of working in partnership with others to meet childrens additional needs. Croner-i is a comprehensive knowledge and resource platform that enables professionals to stay ahead of change in their industry, with legislation, trends and best practice. Communicate clearly with parents and carers about the transition into Year 1. Part of the role of an early years practitioner is to ensure that parents understand the importance of projecting a positive perspective and enabling the child to enjoy the process of change despite the implications of moving to a different environment. There is a statutory requirement to complete the EYFS profile for each child at the end of the Reception year. Opening Times and Search Function Release, Boogie Mites Making Music in the Early Years, Supporting children and families Post-COVID and Self-Regulation, Part 3 Roadmap to Recovery with Donna Gaywood. Safeguarding: Recognising and Reporting Signs of Abuse, Safeguarding Service Users from Abuse or Harm: The Policy Context, Safeguarding Service Users from Abuse or Harm: Leadership and Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming. Working in partnership will support children's additional needs. That change could be very, hard and child might have some delays in learning then, educational psychologist can help to assess and support, possible difficulties or emotional problems. Looks like youve clipped this slide to already. Now conduct the interview. is anya epstein related to jeffrey epstein. Changing school is big transition, Health and safety regulations in the United Kingdom, Australian Children s Education Care Authority. Be aware of child development Having a sense of child development helps you understand what general skills children have or are working on. Learning Journeys Posted by January 22, 2021 sonos beam shadow edition gen 2 on evaluate partnership working in relation to children's transitions However, partnerships are difficult to evaluate effectively and evaluations involve a series of trade-offs regarding what sort of coverage is gained, whose perspectives to involve and the main focus of the study. Research has demonstrated that partnership with parents is one of the ways in which early childhood teachers can be more effective, as it enhances their knowledge of the child. considering the children who are not yet old enough to move to school and how they are feeling about their peers leaving. Starting at an early years provision or childminder offers exciting opportunities as well as challenges, and this transition needs to be managed sensitively and effectively. Be prepared with evidence - based assessments when discussing childrens needs and progress, using the EYFS as a starting point. You can read the details below. Early childhood professionals are willing to learn from one another. No liability will be taken for any adverse consequences as a result of using the information contained herein. Attachment is the emotional bond that a child forms with someone looking after them, whether with a parent or carer or an Early Years practitioner. Consider how a childs friendships will be affected by moving rooms. Parents and any professionals involved with the child should be invited. EYFS says that partnership working with parents is vital to improve outcomes for children. The final result was amazing, and I highly recommend www.HelpWriting.net to anyone in the same mindset as me. Ask parents for as much information as possible about their child including their feeding, sleeping and changing routines so individual needs can be planned for. Quite often it seems that the transition of starting school is more problematic for parents than it is for the children, which can lead to a transference of parental anxiety on to the child. Management, Learning English as an additional language and being bi-lingual, Mandatory learning disability and autism training for staff, Developing Special Educational Needs Coordinator role, Early years provision for children on the autism spectrum, Employee leaving work to pick up their sick child from school, Letting an employee take the day off to look after their sick child, Partnership working to support children with additional needs. Highlight and brief all staff on those children who may be vulnerable and/or have special educational needs. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. A. Web Design with by Digital Craft. Pair a Reception child with a Year 1 buddy to share experiences. Children going through these transitions may be experiencing a range of emotions or a sense of loss. RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. Here, youll find a collection of video guides, e-books, articles and more to support the development of your Early Years setting. 4. Some families may need more reassurance; some may have several older children who have successfully negotiated this transition in the past and they have no concerns at all. Good practice involves: identifying a transition co-ordinator to liaise with schools, organising visits from school Reception teachers and introducing them to children in their current provision, talking to children about starting school and offering opportunities to share their feelings, such as at circle time, providing school role-play activities, such as uniform or book bags and reading books about starting school, encouraging independence at lunch and snack times, encouraging children to develop independence when putting on their coats/shoes and with personal self-care in readiness for starting school, providing the new school with childrens records of development, interests, special needs, etc. Observation, Assessment and Planning in Early Years, Understand how to work in partnership with others, Observation and assessment eye wk 1 and 2, Working In Partnership With Parents And Carers - Session Fifteen. Safeguarding children from harm is everybodys responsibility. The new Development Matters and Birth 2 5 Matters guidance documents emphasise the importance of an enabling environment, especially during and after a transition. %PDF-1.5 % Your relationship is failing and, to make matters worse, other people are involving themselves in your conflict. Staff should work with children and their families to provide a safe environment in which to support the childs individual needs. Now customize the name of a clipboard to store your clips. Early Years Observations Children's transitions- When a child transitions from home to a setting, practitioners collaborate with parents/carers to raise enquiries about the child's feeding and sleeping habits, as well as what they do at home. Commit to working in partnership with other professionals and agencies and ensure parents are aware that this is your professional responsibility. It was written and produced by Nursery World to a brief agreed in advance with Tribal. It is important that settings involve parents to stay informed about the setting and their childs development, which may involve using translation services. Nursery owners and managers are looking to attract parents and increase revenue. Developing a secure attachment with a key worker is essential to supporting transitions. Ideally this should take place in the term before the child is due to start, to enable sufficient time for any plans or support to be put into place. Building good professional connections reduces working in isolation and provides a holistic view of children and families. Early Years practitioners provide a secure, familiar environment with a range of activities and play opportunities. Please enable JavaScript on your browser and try again. Clear responsibilities and lines of communication lead to successful partnership working. endstream endobj 322 0 obj <>/Metadata 39 0 R/OCProperties<>/OCGs[338 0 R]>>/Outlines 53 0 R/PageLayout/SinglePage/Pages 317 0 R/StructTreeRoot 82 0 R/Type/Catalog>> endobj 323 0 obj <>/Font<>/Properties<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 324 0 obj <>stream Knowing these milestones and skills allows you to provide children what they need to transition. Parents know their children best. Leaving an Early Years setting to enter Reception is a significant change, but a smooth transition will help children settle in quickly and set them on the path to successful learning. It also help colleagues share information and observations leading to a greater understanding of child and their development which helps the child receive consistent level of care. Define your Privacy Preferences and/or agree to our use of cookies. Early years practitioners have an important role to play in supporting children when they are experiencing strong emotional upset. H\^ s>D lQ EE0 8S9Gr$>_^oy~:~x;_~z=~G>:Cj_>Oo)g>^. This unit is about promoting babies, toddlers and children's emotional well-being. It is worth noting that blocking some types of cookies may impact your experience on our website and the services we are able to offer. Cooperation between pairs of agen- . They need to develop warm, physical and loving relationship. endstream endobj 325 0 obj <>stream 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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