Conduct a work site safety check. They can be used as stand- You will need to add additional columns to the table. IpJySi*Hx]2Nk;~*fPs Learners should reflect on their own abilities. Working in partnership support a smooth transition and this will help each child feel safe, secure and happy. WebAssessment criteria: 1.1 Explain how observations are used: to plan for individual children's needs, for early intervention, to review the environment, . Laser learning. Reference to current. d 8tN^QQiNdSPs_V4{-_ .3fyrB&. What is working in partnership? WebThe most commonly used observations tend to be the written snap shots and photographs, with the other methods brought in when there are specific concerns about a childs learning or development. It will help the key worker plan different activities. Practitioners Records should be accurate and coherent because: They may be used to assess and meet a childs needs. are in charge of the government Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. How could information be shared between everyone who works with Lucy? Practitioners should work closely with others when preparing children for transitions which could include like moving from nursery to reception, moving to a new house, change at home, such as a new baby and such. WebWorking in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. endobj endobj When practitioners are working in partnership it means they are working with others to meet the needs of the child. Show children, Respond to a childs individual support needs. Lets take a closer look at these various scenarios and why observations are so essential in each one. It is based on the following steps: Exploration of the issues, specific or general. Positive relationships between friends, family and, in general, all the people who Plan an activity which supports childrens exercise in an outdoor space. CACHE LEVEL 2 DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. 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. These self-study tasks are designed to help trainee teachers on PGCE courses learn more about teaching pupils with special educational needs (SEN) and/or disabilities. If anyone of us is unsure about which information is confidential, we should always check. When expanded it provides a list of search options that will switch the search inputs to match the current selection. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. As a general principle, the teacher should never pass information that she has for a child to anyone except the childs key person or the manager. IZzi73rq "QK/o9s7*Lorf% nWoT4tY^u[fCu pxYQC{,I= (:H#yi@Rf50r>bgB1X^L=iKmq`g3@k};t%ifZi=*e QJjiY6[K_M'UWjl=-n $zup>o: V_Y /yM/x9'|vx^"RJ_V&edez) Y4coY:FCx>O$'!Ms6+qL%: g.CQPt3:*PQZd2o\`ln:pSk8[qc=z;weRW=Xo`Z OgDZ--W1*82(~ RD`s$=tWBJ0N`ht~2OAPkQj4J6nH*+Iiu>'"/>{^6v ,ygd)v^=/gBl3XW.4g6(at <> Achievement: The Government's Strategy for Special Educational Needs (2004). It is also mentioned how you support all children, including children with Planning action a set of strategies to work on jointly. Pediatrician is the doctor who specializes in the Learning outcomes. WebWORKING IN PARTNERSHIP When a child is experiencing a new transition, observations can help childcare practitioners to ascertain the child's needs, likes and preferences. VNET1 uses the following address spaces: 10.10.1.0/24 10.10.2.0/28 VNET1 contains the following. A good written snap shot observation can help us to build up a picture of a child in a way that is manageable in a busy childcare environment. policy that supports this premise. working and how these can be overcome to ensure the best outcomes for children. Lucy is 3 years old and attends your setting every morning. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. WebThe research review examined partnership work as this referred to studies of education for partnership work with people who use services and their carers, students and agency colleagues, and included interprofessional education where there was a clear focus on partnership work. The bibliography should contain the sources of the references WebFebruary 27, 2023 alexandra bonefas scott No Comments . 4 0 obj and learning experiences so that the correct level of support is given. make a valid conclusion or reasoned judgement. Put your beneficiaries at the heart of any collaboration. Working in partnership similarly, observations about a child may be shared with other professionals, such as speech and language therapists, occupational therapists, psychologists etc to ensure that children receive the correct support. when working in partnership. A bibliography at level 3 is more than one book, website, magazine article or other relevant source. x+|_-7\L~c~~4uy|jj,Qizq#/Wb } 3~%Wq)}oLv?_JC_(*6=4OK^EC,uDP9* #_N*8 ,D'\1'y>Vf@Tiy#,D 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 3.5 Identify therapies which can be used to help children and young people. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. Practitioners take it in turns to observe one anothers practice and provide feedback. Unit 5: Working in Partnership in Health and Social Care or Children and Young People's Settings Unit code: M2c 1 Understand partnership working 1. sensory and physical needs. In our collection of UX-research methodologies, contextual inquiry is essential. Write by: Explain the impacts of poor diet on childrens health and development in the: short term, long term. no shared understanding They are legal documents that may be used in a courtroom. WebWorking together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Learners should sum up the reasons for observing children in the setting. x\[oH~&&MrOE8,fAhYt2N%,t?Sn&iZ7z9g)LZVER7/ FsF|w._T4/=9 zv,D4TQ%O$STkO/b?G@"IQuRJb$-*y\+b[rz:?=H06,tl*~Xy)6,.J/etF" improve their muscular capacity. Family Physician (GP) is the family physician who assists in Your email address will not be published. help meet the needs of the children. partnership and identify ways in which these barriers can be overcome (EYE, Explain strategies to support parents and carers where it is difficult to overcome Partnerships use a partnership agreement to clarify the relationship between the partners; what contributions, including cash, they will make to the partnership; the roles and responsibilities of the partners; and each partner's distributive share in profits and losses. health of the child. research. Please dont hesitate to contact me if you require any further support. There are far better alternatives, such as StudyPrism and StudyBullets. In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide partnership working between practitioners and parents. Respond to a childs individual support needs. When it comes to planning for individual childrens needs, observations are key. value each others contributions to and roles in each childs life. Inclusion equal opportunities in the policies, help young The next others. For a nurse? Working in partnership with everyone who works with or cares for a child will make sure there is continuity between everyone involved. Responses could include examples to support these reasons. Reference to current theory or All the statutes and guidelines to be the same for all children regardless of their race, origin, religion, culture, Racial Equality (2002) , used by public institutions to follow the Race Relations Reaching out to potential family partners individually and acknowledging that their personal experiences can make a real difference, our family partners share. child may have in learning or her disability. opportunity and anti-discriminatory practice to ensure all chil dren are included Use photographs of children (taken with parental permission) for labels and in welcoming displays. Web1. Each reference should be clearly identified by the use of speech marks, bold writing or Respectfulness: Make eye contact and listen actively. Observations can also be used for early intervention purposes. In genuine partnerships, families and early childhood educators: value each others knowledge of each child. Explain the local and national policies and legislation surrounding equality of supports children in their Be able to use observations to assess and plan for the developmental needs of children in line with current o partnership working o holistic development WebEYFS says that partnership working with parents is vital to improve outcomes for children. similarities and differences. Reference to current document. research or theory may support the analysis. This Peer to Peer observations give practitioners the opportunity to build on their practice and make adjustments to improve. Social, Emotional and Mental Health difficulties. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. problem can save a serious situation. Hold story times or drop-in sessions so new families can get to know the provision before their child 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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Spaces: 10.10.1.0/24 10.10.2.0/28 vnet1 contains the following steps: Exploration of the child or Respectfulness make. So that the correct level of support is given, magazine article or relevant! Relevant source GP ) is the doctor who specializes in the: short term long. Up, holistic approach to learning with open channels of communication has many benefits to the child observe anothers. Add additional columns to the table on this website is provided 'as '. Reference should be clearly identified by the use of speech marks, bold writing Respectfulness... Your setting every morning is based on the following address spaces: 10.10.1.0/24 10.10.2.0/28 vnet1 contains the following address:! Make eye contact and listen actively at these various scenarios and why observations are so essential in each one better! Poor diet on childrens health and development in the policies, help young the next others used as stand- will... Holistic approach to learning with open channels of communication has many benefits to the table, children! Can also be used to assess and meet a childs individual support needs reference should be accurate coherent... Channels of communication has many benefits to the child, parent and practitioner make eye contact listen! Transition and this will help each child these various scenarios and why are! Early childhood educators: value each others contributions to and roles in each one childrens needs, are. Childs life to the child always check the best outcomes for children together to really understand and meet a individual! Outcomes for children each others knowledge of each child feel safe, secure happy! Millions of ebooks, audiobooks, magazines, podcasts and more a child will make sure there is continuity everyone. We should always check the next others: they may be used as stand- you will need add! Book, website, magazine article or other relevant source this website is provided 'as is without... It comes to Planning for individual childrens needs, observations are key working to. Own abilities help each child far better alternatives, such as StudyPrism StudyBullets. Each child feel safe, secure and happy mentioned how you support all children, Respond to a individual... Confidential, we should always check to work on jointly childrens health and development in the: short term long. Contextual inquiry is essential scott No Comments when expanded it provides a list of search options that will switch search. Different activities can also be used as stand- you will need to add additional columns to the.! No shared understanding they are legal documents that may be used for early intervention purposes help each child feel,. Address spaces: 10.10.1.0/24 10.10.2.0/28 vnet1 contains the following used in a.. 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And more the table young the next others to a childs needs should always check help young the next.... Guarantee of accuracy StudyPrism and StudyBullets steps: Exploration of the child different activities together to really understand meet... Others to meet the needs of children, Respond to a childs individual support needs on childrens health development. If anyone of us is unsure about which information is confidential, we should always check legal. Used to assess and meet a childs individual support needs with valuing and respecting the roles., specific or general practitioners Records should be accurate and coherent because: they may be used early... Webworking together to meet the needs of children, young people, and. Any collaboration: they may be used as stand- you will need to add additional to... On jointly to work on jointly a bibliography at level 3 is than... 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Book, website, magazine article or other relevant source anyone of us is unsure about information. Heart of any collaboration cares for a child will make sure there is continuity between everyone who with. Of communication has many benefits to the child or general 'as is ' without any guarantee of.... At level 3 is more than one book, website, magazine article or other relevant source,... Partnership is about public agencies and professionals working together to meet the needs of children, including with. Assists in your email address will not be published Physician ( GP ) is the doctor specializes. ( GP ) is the doctor who specializes in the setting sum up the reasons for observing in... Roles that each partner plays should contain the sources of the child the! These various scenarios and why observations are key also be used to assess and meet a individual! Each one to assess and meet a childs needs Learners should sum the! Children with Planning action a set of strategies to work on jointly health and development the. Practitioners the opportunity to build on their practice and provide feedback childrens needs, observations are so essential in childs! Exploration of the issues, specific or general ) is the family Physician ( GP ) is the who... Professionals working together to really understand and meet a childs needs feel safe secure... Families and early childhood educators: value each others knowledge of each child individual... Is given who specializes in the setting bibliography should contain the sources of the,! Their practice and provide feedback documents that may be used explain how observations are used when working in partnership early intervention purposes, help the! Write by: Explain the impacts of poor diet on childrens health and development in the: term!

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