Call 0800 231 5199 to learn more. Know each child well Getting to know their new surroundings will help to reduce any anxiety and make going to the nursery more enjoyable. MA Education is part of the Mark Allen Group. The transition from an early years setting to a school setting is a much-researched area of early years practice. Develop a clear settling-in policy and share it with parents. Parents App GooglePlay It is important that settings involve parents to stay informed about the setting and their childs development, which may involve using translation services. Sign up for our free Navigate-Early Years e-alerts below and get the latest news & analysis sent straight to your inbox. Staff should support this transition by ensuring that there is good communication and information-sharing with both the family and the new provision. The Principles into Practice cards on this page refers to the EYFS 2007, it is not linked to the Revised EYFS. Here, youll find a collection of video guides, e-books, articles and more to support the development of your Early Years setting. For example, suspicions, allegations or disclosures of harm, abuse or neglect may need to be reported to social services. 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. Think about all the information that parents have in relation to their child, particularly when meeting a child for the first time or if the child has an additional need. Consider how a childs friendships will be affected by moving rooms. 337 0 obj <>/Filter/FlateDecode/ID[<9BDADE4FBEA91F4982249C9442245674>]/Index[321 25]/Info 320 0 R/Length 82/Prev 111722/Root 322 0 R/Size 346/Type/XRef/W[1 2 1]>>stream Learning Journeys 3.2. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. Staff should work with children and their families to provide a safe environment in which to support the childs individual needs. This could be a child that has a medical condition or developmental delay. Analyse the importance of working in partnership with others. For a child? Unit 301 promote partnership working with parents.docx, Unit 2.3 Use legislation relating to the health and safety of children COMPLETE.docx, Unit 2.4 Follow legislation relating to equality, diversity and inclusive practice COMPLETE.docx, Unit 2.3 Health and safety (1.1,2.1,2.2,2.3).docx, Unit 3.13 - AC 1.4 - 1.5 - Analyse the impact of the stage of development on children's learning..od, Unit STL2C5 Maintain Relationships with Children and Young People.docx, 23 Given the following DNA molecule 5 AATAGCGGAT 3 3 TTATCGCCTA 5 Calculate the, Cmo se obtiene el dominio completo de la regin Dominando el 75 del petrleo, Memory modules plug directly into the motherboard and will always be installed, The example below is for research for a smartphone app that connects people who, Obsessed with the prospect of vengeance Vijay was convinced he had to take, 1 points QUESTION 10 1 Immediately preceding the onset of an eating disorder one, 144 Conformance vs Performance relative to the development of this city during, 2 CONSO FS DATE OF ACQUISITION - FINANCIAL POSITION.xlsx, 4trip assignment Search Questions Choices House connections to the laterals is, Obligations demandable at once a Pure obligation b Obligation in diem or, 26 What role did the Freedmens Bureau play in the lives of newly freed blacks A, 19 Figure 10 SST Survey standard deviation banding Author 2021 Figure 10 shows, A deer population increases in size from 2000 to 2300 individuals over one year, I need help with this assignment. Sign up for our free Navigate-Early Years e-alerts below and get the latest news & analysis sent straight to your inbox. Supportive relationships help to overcome these fraught, stressful times, reassuring children in ways that show it's ok to be concerned at changes - what is resillienceand have knowledge of ideas that it's claimed help children establish healthy sleeping routines. Practitioners should be aware that even when children are happy and settled it can be a big step for them to move to a new room within the provision with older children or different activities and routines. The provision should plan for any necessary training, resources or adaptations that are required before a child starts. They may suggest exercises and activities to help develop the child's speech. 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. 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. What does the EYFS say about transitions? Ensure clear policies and procedures are understood by all staff, outlining key responsibilities, such as that of the Designated Person or Special Educational Needs Coordinator. Highlight and brief all staff on those children who may be vulnerable and/or have special educational needs. FAQ, Parents App Apple This article has been produced by Nursery World with sponsorship from Tribal. 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. In preparation for the interview: Summarise policy and procedural requirements in relation to partnership working. This openness is not always forthcoming, especially if parents are worried about interventions which may result from disclosing a childs needs. Peter Scott-Morgan's two recent books ("The Reality of our Global Future" and "The Reality of Global Crises"). Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, 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. You can read the details below. Each of these are discussed below. Digital human rights: risks, challenges, and threats of global socio-politica UNIT 5 - The Industrial Revolution (Presentation).pdf, Group-4-Old-technologies-New-technologies-and-Millenials.pptx, L 32 Pathophysiology of End-Stage Renal Disease 2023.pptx, Business Ethics and Social Responsibility_Lesson 1.pptx, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. communication and interaction. Especially if you have few eligible children, working with others will allow you for example to jointly commission bespoke training to meet your continuous professional development needs. Organise non-contact time for EYFS and Year 1 staff to discuss individual children and data. CU2940] Work in Partnership in Health and Social Care or Children and Young People's Settings [CU2940.1] Understand partnership working 1.1 Identify the features of effective partnership working All the parties involved have some sort of personal stake in the partnership; All the partners are working towards a common aim; Transitions can be a difficult time for both children and their families. This provides parents and carers, practitioners and teachers with a well-rounded picture of the childs knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. 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/carers How we work in partnership Key Person approach Parent partnership Working with other professional. Our website uses cookies, mainly from 3rd party services. athaliah characteristics. 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. Here you can change your Privacy preferences. Children who attend an Early Years setting may experience more changes than at any other stage of their education: Research suggests that transitions can have a massive impact on childrens development and emotional well-being. Staff should offer information such as advice line numbers and details of recommended professional bodies in a supportive and professional way. If youd like to find out more about transitions and parent engagement, view the Nursery Story. DIFFERENTIATIONRecognise that as well as all children being unique, so are their parents and their new teachers. hbbd``b`A+`9$8 .+k8"vO Tb] @; It is advised to categorise the Individual support plan into the following areas of need. An Early Years practitioner can play a crucial role in helping children and families cope with changes. Keeping to familiar routines, such as going to nursery, can help to reduce a child's anxiety. Also, staff can give pieces of advice and support, to parents to help them to provide better care for, Explain the roles of others involved in partnership working. 1455 Words6 Pages. 2. They can also make home visits to get to know their family, before visiting the new school for a play session during the summer term so children can meet their teachers, become familiar with their new environment and make new friends. Communication is the key to a successful transition. ?Y;&\2 +N Professionals can include doctors, nurses, occupational therapists, speech and language therapists, psychologists, dieticians, SEND coordinators, the local authority etc. For example: 5 year old Kia does not interact with other children and hardly talks. By sharing information and collaborating with health professionals (e.g. Hold story times or drop-in sessions so new families can get to know the provision before their child starts. Early Years Observations Good communication between them all is vital and failing to do so could mean that a child who is suffering will be left unnoticed. cognition and learning. Building good professional connections reduces working in isolation and provides a holistic view of children and families. Contact Nursery Story transitions' (Bronfenbrenner, 1979). This should be individual for each child depending on their current abilities and what would help them to settle in to a new environment more easily. Preparation for the transition should begin early and childcare providers should develop positive relationships with schools to facilitate the process. Developing a secure attachment with a key worker is essential to supporting transitions. 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. 4.1. Nursery owners and managers are looking to attract parents and increase revenue. Working in partnership Task 1 Working in partnership with others is conducive to effective team work. endstream endobj startxref They are also more confident in learning and exploring new activities. A. Published by MA Education Limited, St Jude's Church, Dulwich Road, Herne Hill, London SE24 0PB, a company registered in England and Wales no. Reflect on own role when supporting healthy eating in own setting. It is common for childrens play to reflect what is happening around them and this is a healthy response which should be encouraged. 6. How using Nursery Story can support Early Years transitions, Instantly message families to reassure them quickly during the transition process. Child-centred, play-based approaches are fundamental to successful learning in the early years and are an effective way to support children in coping with changes. Define your Privacy Preferences and/or agree to our use of cookies. Daily Story %PDF-1.5 % 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. This process is automatic. The following checklist includes the key areas that providers should consider when they are developing transition policy and procedures. SPONSORED FEATURE And if there's a change of circumstances in the child . It is important to remember that some transitions will affect the whole family and parents may also need support. Web Design with by Digital Craft. RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. Partnership working is essential to ensure children have their needs identified, assessed and met throughout their childhood. Some more detailed assessments or observations may also be required. They experience various activities throughout the day. Plan an activity which supports childrens exercise in an outdoor space. 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. Clear responsibilities and lines of communication lead to successful partnership working. Changing school is big transition, Health and safety regulations in the United Kingdom, Australian Children s Education Care Authority. By sharing information and collaborating with social care professionals, Early Years practitioners can ensure that children are protected and receive the best possible care and support. Pricing Working in partnership with other professionals is essential when meeting the needs of children with additional needs. The Development Matters and Birth 2 5 Matters Unique Child guidance tell us that children mature differently and at different rates, and they will each have different responses to change. So how do early years practitioners involve parents in this area of practice and enable them to understand that this transition can be positive? Ready to keep your business safe, compliant and ahead of industry change? Engaging with parents and communicating clearly and effectively with them can help and support a positive transition. 505. Moving from one setting to another (e.g. ), Early Years practitioners can help to make sure that children settle in quickly and feel comfortable in their new environment. Working together the long term benefits of a constructive partnership between parents and practitioners will have a positive impact on a child's development and learning experiences. 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. Add each project to an Object. Sometimes a child needs to move to a new nursery or childminder due to a change in circumstances. Get Your Childcare Setting Ready for EYFS 2021. 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. Transitional objects such as special teddies or blankets may help the process. Moreover, staff should encourage parents to come into setting to, always up date all information and let know how the child, is doing. 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. Each professional or agency will have a different role to play but each of them is all as important. Source:Universal Journal of Educational Research Volume 10 Number 9 Georgia Vaitsidi and Chrysanthi Skoumpourdi . Be prepared with evidence - based assessments when discussing childrens needs and progress, using the EYFS as a starting point. The word Para means like and therefore, para language is like language. 30A-Ch12-Liquids-Solids-Intermol-Forces.pdf, Camels digestive anatomy and physiology..pptx. The final result was amazing, and I highly recommend www.HelpWriting.net to anyone in the same mindset as me. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Working in partnership will involve working with many other people. 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. 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. is anya epstein related to jeffrey epstein. They start nursery, daycare or preschool for the first time. Assessment criteria: 4.4 Evaluate the principles of working in partnership with others to meet children's additional needs If a child has additional needs, practitioners may need to work with other professionals to ensure that the child has the support they require Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Plan an open evening to introduce new teachers and explain the structure and routines in Year 1. Invite parents to stay with the child as they adjust to the new environment. Monday, April 8, 2019. %%EOF This will help parents to feel more involved in the process and will give them an opportunity to give any feedback on how they are feeling about the transition. However, in most circumstances parents/carers are only too pleased to share information and receive appropriate support. Health visitors send questionnaires to parents as part of the health review at age two years, and childcare practitioners assess children against the EYFS prime areas developmental bands. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. Record the story of a childs development and mark the milestones and achievements of our future superheroes. Read More. 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. Elizabeth Thomas explores how parents and carers can work with practitioners and teachers to ensure children enjoy a successful transition from nursery to school. peep.ea.gr is using a security service for protection against online attacks. school teachers, SENCO etc. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Find out how the schools communicate with parents and share with schools how parents engage with practitioners at your setting. Transitions should be viewed as an ongoing journey rather than a destination and Early Years practitioners are vital in preparing for transitions, supporting children during uncertainties and being there after the event as a reassuring presence. The profile should be used to support a smooth transition to Key Stage 1 and help Year 1 teachers to plan an effective and appropriate curriculum that will meet the needs of all the children. Working in partnership with the child, their parents and other professionals to assess and meet the needs of children is essential to promoting positive outcomes for children, and can be achieved by listening carefully to the child (their likes, dislikes, hopes and aspirations) and to the parents. Transitions are times of excitement and opportunities but are also full of uncertainty and expectations. Nursery Administration 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. Building a mutual understanding of the processes involved in the ways the different settings work can help to also build respectful relationships. ZDt{:=::DGCGDDcGccGGF@ X' X,wC_!c,.n,H`3ce@YH00N: So its also vital that parents or carers are confident and happy to help support the child during the transition and, secondly, so that the child doesnt pick up on any anxieties they may have. Education the school doctor and school nurse focused on the needs of children WHAT IS PARTNERSHIP WORKING? hb```3,`Rb@qA`2a,`cb;!22$rf*P`6R;S.,qqa4bN- This can include meeting with the schools to discuss how they deliver literacy and numeracy teaching and how you can work together as settings to smooth the transition from one style of teaching to another. Group of answer choices Child reports he/she sprained their arm falling, Why does a nurse need to be familiar with the boundaries of her/his professional role? 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. The SlideShare family just got bigger. peep.ea.gr is using a security service for protection against online attacks. The journey: from home to nursery or childminder, Building solid parental relationships towards a positive transition, Enabling environments and develop a sense of security following a transition, Children learn in different ways and at different rates, Transitioning to primary school and beyond. Practitioners should therefore ensure that there is good communication and information-sharing between themselves and parents prior to a child starting school. 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. Keep records of discussions with other professional and agencies. Bullet 1 Review how each child is settling in on a daily basis with parents/key worker and use a settling-in diary. This is known as partnership working, where professionals support children, and their families, together in a holistic way. To create a shared level of expectation. Parents should also be invited to attend settling-in sessions with their child, giving an opportunity for all parties to have an awareness of where the child is coming from and where they are going to. 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. Facilitate visits between Reception and Year 1 children. 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. Conduct an interview with staff in your setting to explore partnership working. By sharing information and collaborating with other professionals (e.g. Safeguarding partners in a local area include the local authority, the clinical commissioning group and the chief officer of police and they must provide strategic leadership for safeguarding services and must set out how they will work together and with any relevant agencies, of which childcare and education services are a part. Your relationship is failing and, to make matters worse, other people are involving themselves in your conflict. Early years providers should become familiar with the Local Offer and signpost parents to this. Also, parents and key worker of a child should communicate regularly to be more effective in meeting need of a child. If youd like to find out more about transitions and parent engagement, view the Nursery Story Resource Centre. The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. Tap here to review the details. Share observations of nursery experiences and activities so parents can see what children are learning. It often involves sharing information, discussion and a commitment to working as a team around the child says Rebecca Fisk. click the attachment to see question Prepare a 1,000-1,250-word paper that focuses on United Healthcare case study Your essay should assess the readiness of the, Research a health care organization or network that spans several states with in the United States (United Healthcare, Vanguard, Banner Health, etc.). Partnership working means that, all agencies and professionals work together to safeguard children. Evaluate partnership working in relation to: meeting children's additional needs safeguarding children children's transitions 21. Now customize the name of a clipboard to store your clips. 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. Partnership is a state of relationship, at organizational, group, professional or . Transition should be viewed as a process rather than a single event and children, practitioners and parents should all be involved in the process. Be clear about gaining permissions where applicable. Activity Get into three groups In your groups discuss your experiences of how you have worked in partnership with :- Key workers Parents Other professionals Note your examples on your sugar paper. Encourage them to write down any questions they might have about what the transition involves. For children who are usually collected by a relative or childminder, consider emailing parents to ask if they have any questions about the upcoming transition and how you might be able to help. 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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