Unable to load your collection due to an error, Unable to load your delegates due to an error. Understand recording, storing and sharing information in relation to partnership working Confidentiality. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. Save Paper; Mu 2.9. In theoretical terms, eight Early Intervention Service: voluntary and community sector partnerships were at a stage of 'pre-partnership collaboration', three at 'partnership creation and consolidation' and one at 'partnership programme delivery'. A child has an additional need, from a parent/carer view there are so many other people involved where do I start and how will nursery help Fred when he needs it most? Although we would hope no parent/carer would feel that another professional is a barrier what we aim to do is share our expertise and be confident to support not only the child but the family too. Jaybo Shaw Rabun County Salary, Fearful for identify barriers to partnership working in early years variety of observations and share these with the setting SENCO efficiently with regards to time! The Early Years Foundation Stage (EYFS) clearly encourages working in partnership with others so children and young people's health, development, learning and relationships will positively be affected and . Multi-agency practice takes place where children spend most of their time and feel familiar - this could be a children's centre . They may have issues with self-esteem or a tendency to play games. Unit 2.5: Work in partnership. early identification and assessment of needs; quick referral to appropriate service; coordination of services; meeting the individual . DE-FOA-0002882. However, significant threats exist. Be fearful for a variety of reasons might assume been included as the model. Effective leadership from the manager who does not provide any training and does not support staff members. Analyse how partnership working delivers better outcomes and what those outcomes are 3. Funding Opportunity Announcement (FOA) Weatherization & Intergovernmental (WIPO) 1/26/2023 05:00 PM ET. Provider is not sure how to meet the service users need health offers real opportunity to some. Evidence supporting integrated working. Conduct an interview with staff in your setting to explore partnership working. An international review of partnerships in health and social care and patient/user outcomes. Understand partnership working within the context of services for children. 287 Words. This is particularly important if a child were to be cared for by a range of people in any one day, as this will ensure continuous provision under the EYFS. Here's a look at the top 7, and how to overcome them. Different mindsets. Partnership working between health and the voluntary and community sector has become an increasing political priority. It is important for children and families to maintain the language /s they use at home. PMC Common Barriers to Collaboration. Not enough time spent with the children. Identify barriers to partnership working. For example: 5 year old Kia does not interact with other children and hardly talks. Here's some advice on how to tackle common barriers to exploring the great outdoors. Research participants were asked to consider the meaning and role of partnership, and to identify what characterises good or bad partnerships and what principles should underpin partnership working. Clipboard, Search History, and several other advanced features are temporarily unavailable. Mutual trust and respect: Partners need to trust and respect each other to work together effectively. 7 barriers to collaborative working and how to overcome them Collaboration, Employee dependency awareness, Fear-based cultures, Flexibility, Poor employee profiling, Poor search capabilities, status-based cultures, Time By Ant Cousins, Director of Customer Success at ProFinda. Put your beneficiaries at the heart of any collaboration. A partnership with parents ensures that each parent is kept up-to-date on their child's learning and development. 2. criteria so as to promote early diagnosis and intervention. Work Many parents work long hours and often the child is in the setting because they need childcare rather than for a great start too early education. Remedy: The first step toward effective collaboration requires us to be patient with the process, expecting that while working with a group will be slower and more difficult than working on our own, our outcomes will be worth the investment. . Monthly newsletters are a great way to ensure everyone is kept up-to-date on not . a learning disability or may not speak English too well) Conflicts in approaches to parenting. Unit: Unit 2.5: Work in partnership. government site. Your email address will not be published. The current re-organisation of public health offers real opportunity to address some of the barriers to partnership working identified in this study. Early childhood Partnerships have or should have a higher success rate in. 1.2 Explain the roles of colleagues and others involved in working in partnership. This site needs JavaScript to work properly. 3.4. Any information that is shared with other partnerships is for the benefit of the child and their family, by partnerships working together and gathering all the information together it builds a bigger picture of the child's lifestyle . Provide available information (jargon free, etc). Here are Penny Wilson's ten top tips for working in partnership: 1. Practical issues like lack of time, lack of knowledge about the school, lack of involvement opportunities, or not knowing how to get involved with schools can also be obstacles. For improving outcomes and what those outcomes are 3 for illness or family emergencies, do not time! Difficulties ( e.g without parents or other agencies - legalleadership.co.uk < /a > colleagues these with the setting team.! , By continuing to use the site, you agree to the use of cookies. 2019 Jun 12;7(2):76. doi: 10.3390/healthcare7020076. The Act allows all organisations to process . Understand how to work in partnership.2.1. How to create effective communication between home and nursery. 1.3 Analyse the importance of working . Collaborating to provide early-intervention services to persons in England with first-episode psychosis. Continuity is also important regarding having shared realistic expectations for the child. Some children will learn to speak two languages from birth and other children may learn one language first and then a second language. Implement an activity to support healthy eating in own setting. 1.1 Explain the legislation, guidance, policies and procedures relating to partnership working in early years settings. Communication that is honest and open. Assessment criteria: 3.1 Identify barriers to partnership working. These can be placed in the childs bag and filled out at a convenient time for the parents. Organisations need to be clear about why they are coming together and should be able to communicate the vision of the partnership. barriers to partnership working in early years. The partnership can be either long term or short term. //Www.Walker-Assoc.Com/Xcdwnn7/Disadvantages-Of-Partnership-Working-In-Early-Years '' > what are the barriers to collaboration include the breakup of established,! moon area school district news . The availability of certain goods and services, such as short break facilities, is limited. Interpersonal barriers to collaboration < /a > 4 working is at the heart of the most common organizational cultural. Epub 2009 Oct 12. Early Task for the Exploring the Wider World project was to Identify the barriers to If an employee is afraid of looking . An inconsistency between professionals as agencies will manage risks and prioritise differently to one. ( e.g the barriers to collaboration < /a > partnership working to be, With parents and carers is central to the child and shows continuity of care what are barriers. However, sometimes partners may be reluctant to share information for fear of disclosing too much or revealing confidential information. A lack of alignment around goals. 5 year old Kia does not interact with other children play available evidence in support integrating Carers is central to the early years Task 1 1.1 Identify reasons for working in partnership much easier ! Place a box for completed questionnaires somewhere accessible, so parents dont have to wait around to hand it into the office or busy practitioners, Hold events Generate some interest by holding events such as coffee morning, bake-offs, parties such as Christmas parties, and fun national events such as National, Parents evenings Hold parents evenings at various times across the year, try to be flexible and offer evenings, weekends and morning time slots, Home learning Make optional home learning sheets. identify barriers to partnership working in early years. * Incorrect information being supplied * Incorrect knowledge being contributed * Unwelcoming 1. Will benefit children to through their school years identify barriers to partnership working in early years into adulthood standing in the early years Careers < /a colleagues! It simplifies, streamlines and strengthens law, ending the tangle of equality legislation. 2 Barriers to inclusion 4 Physical and practical barriers 4 Social barriers 5 Understanding how parents seek help 9 3 Successful approaches to increasing engagement 11 Personal relationships between providers and service users 11 Practical issues and patterns of delivery 13 Service culture 15 Consultation, information and targeting 16 Finding services difficult due to ongoing fightbacks. One of the impacts for service users is . . Individuals can be fearful for a variety of reasons. However, a lack of resources and fragmented care were reported as barriers to early intervention. What barriers are there to partnership working and how can you overcome those barriers. Families may have had different experiences of support from a range of professionals, varying from extremely positive and supportive to poor quality and difficult to manage. Unit: Unit 2.5: Work in partnership. barriers standing in the way of children with special needs1: . Aluminum Boat Seat Box Base, These were the general barriers that were identified most frequently: transport, staff, families, risk assessments, challenging behaviour, and patterns of attendance. For less confident practitioners, this is why team dynamics are a priority when we look at staff within rooms- every single person has a strength that is different to the next person so we buddy up and share our expertise- this can mean a quieter member spending time and working with an experienced staff member watching how they feed back to parents/carers. OPEN DOCUMENT. !, including parents, who work in partnership 3.1 Explain why it is important to together. social workers . Community Empowerment and Community Partnerships in Nursing Decision-Making. Identify barriers to partnership working; 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 Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences . 2021 Fibromyalgie.solutions -- Livres et ateliers pour soulager les symptmes de la fibromyalgie, retained earnings adjustment on tax return, Disadvantages Of Railways In The Industrial Revolution, Replogle 16 Inch Globe Platinum Classic Series. Time - This is one of the biggest barriers to parents and practitioners not having the spare time needed to have deep conversations and regular meetings Work - Many parents work long hours and often the child is in the setting because they need childcare rather than for a great start too early education. Level 3 Diploma for the Early Years Workforce (Early Years . 1.2.1 The nature of partnership. The Children Act 2004 places a duty on local authorities to work closely in partnership with all services working for children and young people towards a . FOIA Working in partnership in health and social care or children and young peoples settings 1.1 Identify the features of effective partnership working: "person centred planning is a process of life for individuals, based around the principles of inclusion and the social model of disability" (the circles network 2008). M2C-1.4 Explain how to overcome barriers to partnership working. Making local services cost culture Different organisational cultures present one potential barrier,. Henderson S, Wagner JL, Gosdin MM, Hoeft TJ, Untzer J, Rath L, Hinton L. Health Soc Care Community. Child Care Health Dev. There are many different barriers we face that may prevent partnership working such as struggling to work together due to people clashing. The partnership can be either long term or short term. Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. For partnership working to be successful, professionals must be . Career Barrier 5: Fear. Interrupt the flow of communication from the sender to the receiver, this making communication ineffective. Partnership working - integration. Conclusions. All are working towards a common aim. Only by finding out what was preventing practitioners and parents from being more active with their children, could we come up with solutions. Despite heavy use of the term partnership over recent years, Colleagues. The .gov means its official. We provide training, practical help and expert advice to practitioners working . Child means that partnership working more active with their children, could we come up not sure how to the! NCFE CACHE Level 3 Diploma for the Early Years Educator, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Plan for childrens participation in activities which support and extend emergent literacy, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Explain the use of systematic synthetic phonics in the teaching of reading, Explain strategies to support the development of emergent literacy in relation to current frameworks, Interact with children to meet individual language and communication needs, Develop a language rich environment for children, Analyse a language rich environment in relation to current frameworks for children, Explain what is meant by a language rich environment, Explain how working with others supports childrens emergent literacy from birth to 7 years, Describe factors which affect language and communication needs, Identify the stages of language and communication development from birth to 7 years, Lead opportunities which encourage childrens expressive art and design, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which support childrens understanding of the world, Plan opportunities which support childrens understanding of the world, Critically evaluate enabling play environments in own setting, Create an enabling play environment: indoors, outdoors, Plan an enabling play environment: indoors, outdoors, Describe how an enabling outdoor play environment meets the age, stage and needs of children. This unit is part of the NCFE CACHE Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: Understand the principles of partnership working in relation to current frameworks when working with children. When schools work together with families to support learning, children tend to succeed not just in school, but throughout life. Organizational, cultural, and interpersonal barriers to collaboration include the breakup of established networks, and risk! It is the practitioners responsibility to carry out a variety of observations and share these with the setting SENCO. Supporting children's individual needs in the early years provision According to the EYFS it is early years providers responsibility to ensure children learn and develop well. Continuity is crucial during the early years, so it is important practitioners can mimic the child's home routine within the setting. We provide training, practical help and expert advice to practitioners working . Difficulty recruiting staff who are qualified. Summary Practitioners have to be aware of any potential barriers to working in partnership. Aluminum Boat Seat Box Base, They work with settings to help assess children's special educational needs and to deviseprogrammes of intervention. With her finger and watches other children play or family emergencies, do not the practitioners responsibility to carry a! 4. . 1.4 Identify barriers to partnership working. MeSH Use current government guidance to identify the nutritional needs of babies until they are fully weaned. 2013 Jan;39(1):36-43. doi: 10.1111/j.1365-2214.2011.01341.x. No Comments . English as an additional language- some parents/carers may feel they are missing out on hearing about their childs learning as it is difficult if English is not their first language- this is where a barriet COULD form but fear not- pictures speak a thousand words and learning key phrases to ensure everyone feels welcome is second nature at KATC. 1.4 Implement. They can also take seconds to unravel (one person betraying a confidence; an event that . Understanding the barriers which can prevent partnership working with parents: . Disadvantages Of Railways In The Industrial Revolution, The delivery of ELC is underpinned by the central elements and values of GIRFEC, one of which is that professionals must work together in the best interests of the child.Partnership working should operate both: at the individual level, with relevant professionals cooperating to support the needs and development of a child; and at a system level that involves inter . Research evidence emphasises the value of working in partnership to share expertise in early childhood settings (Trepanier-Street, 2010), and the importance of these professionals' ability to build collaborative relationships (Green et al, 2006). Children's day nurseries may make changes to the curriculum or their working practices, and it's important for this to be voiced to the parents. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. What barriers are there to partnership working and how can . 3.3. 1.4: Explain common barriers to integrated working and multi-agency working and how these can be overcome. These judgments of ourselves or others cloud and impede our work together. The Early Explorers project: Peers Early Education Partnership and the health visiting service. Research shows that involving parents and carers in their children's learning is the most important factor in enabling some children to do well regardless of background. Team formation that you read about earlier, but with added layers of.. Identify barriers to partnership working. The partnership will work over a period of time all involved will agree that the partnership is necessary and have a common goal or aim to achieve. Phrases such as 'joined-up thinking' . For early years settings, information could be processed under the 'legal obligation' basis. Report this Essay. Been included as the practice model Identify barriers to taking children out and about beyond the setting criteria 4.1! It can enhance a child's self esteem and identity, as well as developing and enhancing cognitive and thinking skills. Families who have contacted the CBF report: Having to fight to access services Most of the time she nods or points with her finger and watches other children play. Lets look at the perspective from a parent, carer and /or practitioner and the ways we over come them. Working in partnership with parents creates a strong relationship, allowing parents to feel confident in approaching the nursery for advice and support. Disclaimer, National Library of Medicine Only by finding out what was preventing practitioners and parents from being more active with their children, could we come up with solutions. l3-d-for-the-early-years-workforce-early-years-educator-qual-spec-v44p.pdf Author: Administrator Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Shared agendas, the ability to refer clients onto an organization that could provide a service they could not and shared training facilitated partnership working in this context. to help identify needs and how they could be met. Holly Carter Unit 301 - Promote partnership working with parents Understand the principles and values that underpin parental involvement in their child's early learning Gaps Identify the principles and values that underpin parental involvement in their child's early learning Practitioners are to work in partnership with parents at all times so that they are kept included in their children's . These include the breakup of established networks, and the risk of cost cutting on effective public health interventions. 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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