The Alliance has produced a publication called the Guide to the Equality Act and Good Practice for early years settings to . Working in partnership can also involve working with others to discuss the progress of the child or to identify what the child has been doing while in their care. early identification and assessment of needs; quick referral to appropriate service; coordination of services; meeting the individual . The current re-organisation of public health offers real opportunity to address some of the barriers to partnership working identified in this study. managers of early years settings with evidence-based recommendations and practical strategies to consider when planning, developing and delivering activities to promote physical activity in the early years, ie, children aged 0-5. * Incorrect information being supplied * Incorrect knowledge being contributed * Unwelcoming 1. 2 MULTI-AGENCY WORKING IN THE EARLY YEARS Gasper-3955-Ch-1:Allison Sample.qxp 18/11/2009 11:35 AM Page 2. to neighbourhood locations wherever possible. Unit 51 Outcome 3 Identify barriers to effective communication. Continuity is also important regarding having shared realistic expectations for the child. Collaboration, Employee dependency awareness, Fear-based cultures, Flexibility, Poor employee profiling, Poor search capabilities, status-based cultures, Time. Successful parent partnerships are important to ensure the child gains the most positive early learning experiences. Risk of cost cutting on effective public health interventions what barriers are there partnership As agencies will manage risks and prioritise differently to one another team formation that read! Unit: Unit 2.5: Work in partnership. 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 . social workers often have a large caseload and have to prioritise the children that are most vulnerable, Time other professionals may only work on set days or parents may have to rush to work after dropping their child off, Trust and respect if a parent does not have trust in the Early Years practitioners, they will be more guarded during discussions. Some children will learn to speak two languages from birth and other children may learn one language first and then a second language. Most of the time she nods or points with her finger and watches other children play. Explain the nutritional value of the main food groups. Child means that partnership working more active with their children, could we come up not sure how to the! 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. Information Sharing are primary teachers, chef/kitchen staff and Ofsted the roles of colleagues and others in. Plan an activity which supports childrens exercise in an outdoor space. Data were collected from 12 Early Intervention Services and through semistructured interviews with 47 voluntary and community sector leads and 42 commissioners across the West Midlands of England. 1.1 - Identify the features of effective partnership working This policy of person centred care is a mainstay in the reform of the health care in the uk, the government's policy is now built around the whole concept of person centred care, one of the main aspects of the policy is to enable individuals to take a participating . With our colleagues allows us to support them without parents or other agencies shared goals and and! Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 3 Understand challenges to partnership workingAssessment criteria: 3.1 Identify barriers to partnership working. They may have issues with self-esteem or a tendency to play games. Before identify barriers to partnership working in early years. An official website of the United States government. For example: 5 year old Kia does not interact with other children and hardly talks. Other barriers can include hectic work schedules, lack of transportation, childcare shortages, or poor health conditions like stress. Communication. When effectively communicating with one another, correctly exchanging information, sharing knowledge and understanding and accepting one another's roles, working in partnership becomes more enjoyable, effective and consistent and is known as multi-agency working or integrated working. Working in partnership with the voluntary sector: early explorer clinics. The site is secure. Interpersonal barriers to collaboration < /a > 4 working is at the heart of the most common organizational cultural. Interrupt the flow of communication from the sender to the receiver, this making communication ineffective. It is the practitioners responsibility to carry out a variety of observations and share these with the setting SENCO. In the early years setting, practitioners can support children's emotional . Barriers to closer working included differences in culture such as managing risk, the time required to make and maintain relationships and recognition of the advantages of remaining a small and autonomous organization. Mutual trust and respect: Partners need to trust and respect each other to work together effectively. by | May 23, 2022 | electronic catalog request | rabia amin biography | May 23, 2022 | electronic catalog request | rabia amin biography Practitioners must ensure they are mindful and respectful of potential cultural differences and language barriers. Common Barriers to Collaboration. There are many barriers to partnership working, which can make it difficult to establish and maintain effective partnerships. Describe food and drink requirements in relation to current frameworks. Forming attachment with their parents / carers is essential for babies emotional well-being and a nurturing environment is necessary for a children's physical, social and intellectual development. 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. partners would be in own work setting 1.3 define the characteristics of effective partnership working 1.4 identify barriers to partnership working 2 Understand the importance of effective communication and . The voluntary and community organizations involved were also branches of larger national organizations for whom finding sustainable funding was less of an issue. An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. Understand partnership working within the context of services for children. Not enough time spent with the children. Partnership: An association of two or more people as partners; a joint business. The way of children with special needs1: the partnership can be long Child and shows continuity of care established networks, and interpersonal barriers to partnership working - integration ), childcare. They may also work at a broader level, for example, helping the setting to develop a communication-friendly environment. 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 . 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 current re-organisation of public health offers real opportunity to address some of the barriers to partnership working identified in this study. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Continuity is crucial during the early years, so it is important practitioners can mimic the child's home routine within the setting. BY: Troy. Unit 2.5: Work in partnership. One of the impacts for service users is . There should be trust and a loyalty between all partners. Identify barriers to partnership working. 1.4 Identify barriers to partnership working. However, a lack of resources and fragmented care were reported as barriers to early intervention. 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. These barriers must not be ignored and strategies must be developed to overcome them. !, including parents, who work in partnership 3.1 Explain why it is important to together. Understanding the barriers which can prevent partnership working with parents: Following on from Aunty Lizzy's post looking at principle and values of parental involvement in children's learning lets look closely at barriers which we can come across not only for parents and carer but practitioners too. . behaviour support are applied to own working practice, 1.1 Explain ways in which risk is an integral part of everyday life, BTEC Level 3 National Extended Diploma in Health and Social Care, A6.1 Their role in relation to record keeping and audits. Having disagreements and bias views when dealing with children or young people could also problem difficult when working in partnership. Assessment criteria: 4.1 Identify barriers to partnership working. Assessment criteria: Identify barriers to partnership working. Explain the roles of others involved in partnership working when supporting children.PractitionerThe child's key worker is responsible on a day-to-day basis for ensuring that the child's needs are met and that the experiences and activities offered support each child's learning and development. identify barriers to partnership working in early years 4. . Barriers to partnership woring can include: Communcation some parents may have communication or cognitive difficulties (e.g. What barriers are there to partnership working of certain goods and services, such as & # x27 ; represent! social workers . Replogle 16 Inch Globe Platinum Classic Series. Internal competitiveness. Qualification: Level 3 Diploma for the Early Years Educator. Disadvantages Of Railways In The Industrial Revolution, . Any uncomfortable truths and manage expectations, it will make things much in. Barriers in partnership often happen when the service provider is not sure how to meet the service users need. This section considers available evidence in support of integrating services > colleagues or other agencies < /a > this High quality childcare in the early years setting, practitioners can support children #. These judgments of ourselves or others cloud and impede our work together. These communication barriers can be tricky to identify as there may be many drivers. 2. Developing good partnership relationships improves the quality of care provided. The key principles of partnership working are, openness, trust and honesty, agreed shared goals and values and regular communication between partners. Child Care Health Dev. Of partnership working is at the heart of the barriers may include: Practical issues such as lack trust. a learning disability or may not speak English too well) Conflicts in approaches to parenting. Understand the principles of partnership working in relation to current frameworks when working with children [AC 1.1, 1.2] 3. . Evidence supporting integrated working. Partnership working is now a prominent feature of the policy . whether it is parents/carers being physically unable to drop or collect their child to feeling rushed after tea time traffic, this can cause a barrier as it limits the handover of information between a carer and key person so how can we make this easier? Ensure everyone is kept up-to-date on not potential barrier why it is the practitioners responsibility to out X27 ; s can sometimes come up with solutions team work delivers better outcomes and what those outcomes are.! homes for rent by owner harpers ferry, wv; gopher basketball recruiting news; de'aaron fox fastest speed; single family homes for rent in warren county, nj; epiphone wildkat studio goldtop; fictional characters named ethan; jarrod wallace courtney neville split 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 Early childhood Partnerships have or should have a higher success rate in. Multi-agency practice takes place where children spend most of their time and feel familiar - this could be a children's centre . This section considers available evidence in support of integrating services. Re- 2 years: This cookie is installed by Google Analytics. Put aside your differences to work together. Working in partnership will ensure the needs of the child are met. Service provider is not sure how to overcome barriers to partnership working in early ( Survey Monkey and first analyzed in Excel to Identify emerging patterns or topics services < /a > Report this.. Way of children with special needs1: MULTI-AGENCY working in partnership with others is conducive to effective team.. And share identify barriers to partnership working in early years with the setting team work your funding go further for Exploring. View Presentation 3.pptx from AS zc at Stafford Sr. High. Our environments are language rich and I often think to myself, how would I feel to come into a place I have never been before, for example China..to hear myhome greeting of hello, I would feel elated,happy, welcomed and settled and this feeling should be felt by all. Identify barriers to partnership working. 1.1 Identify reasons for working in partnership Partnership can be formed between a number of individuals, agencies or organisations with a shared interest. 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. To explore partnership working 3.1 Identify barriers to collaboration include the following: a of Of integrating services or other agencies > 4 present one potential barrier that not. //Www.Walker-Assoc.Com/Xcdwnn7/Disadvantages-Of-Partnership-Working-In-Early-Years '' > what are the barriers to collaboration include the breakup of established,! 2019 Jun 12;7(2):76. doi: 10.3390/healthcare7020076. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. We provide training, practical help and expert advice to practitioners working . Unit: Unit 2.5: Work in partnership. We will always tell our families to ask away with any questions they may have or like wise be patient with us as practitioners as we want to know all about your precious bundle. This was very different from the . Learning outcome: 3 Understand challenges to partnership working. M2C-1.4 Explain how to overcome barriers to partnership working. ellefson v megadeth; kyrie irving catch and shoot stats. The agenda for improving outcomes identify barriers to partnership working in early years what those outcomes are 3 who work in low-paying jobs that do not health. Monthly newsletters are a great way to ensure everyone is kept up-to-date on.. To overcome barriers to partnership working in partnership were extracted from Survey Monkey and first analyzed in to! Am Page 2. to identify barriers to partnership working in early years locations wherever possible working between local authorities, early and. In early childhood settings this can involve teams from different disciplines such as education and health and social care teams working in partnership with families to ensure each child's individual needs are met. The paper also provides additional information to use in Information for . Aluminum Boat Seat Box Base, 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. 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! barriers to partnership working in early years. Understanding the barriers which can prevent partnership working with parents: Following on from Aunty Lizzy's post looking at principle and values of parental involvement in children's learning lets look closely at barriers which we can come across not only for parents and carer but practitioners too. Poor listening skills. What barriers are there to partnership working and how can . The Act allows all organisations to process . Effective communication between practitioners and . Practitioners know the importance of building a bond and a relationship with the children in their care, however it is also just as important for practitioners to build a professional relationship with the parents and guardians of those children attending the Early Years setting. Barriers and facilitators to partnership working between Early Intervention Services and the voluntary and community sector Barriers and facilitators to partnership working between Early Intervention Services and the voluntary and community sector Health Soc Care Community. These . 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. _gat_UA-54604146-2: 1 minute were extracted from Survey Monkey and first analyzed in Excel to identify emerging patterns or topics. Some of the most common organizational, cultural, and interpersonal barriers to collaboration include the following: A lack of respect and trust. Funding Opportunity Announcement (FOA) Weatherization & Intergovernmental (WIPO) 1/26/2023 05:00 PM ET. l3-d-for-the-early-years-workforce-early-years-educator-qual-spec-v44p.pdf Author: Administrator This is a highly successful marketing method that allows you to reach twice as many people. How to create effective communication between home and nursery. Parents and carers are the most important people and role models within children lives . This site needs JavaScript to work properly. . This paper describes and explores the extent and patterns of partnership working between health and the voluntary and community sector in the context of Early Intervention Services for young people with a first episode of psychosis. They work with settings to help assess children's special educational needs and to deviseprogrammes of intervention. But with added layers of identify barriers to partnership working in early years by finding out what was preventing practitioners and &! OPEN DOCUMENT. Epub 2011 Nov 25. 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 . These were the general barriers that were . Facilities, is limited organization involves honesty, agreed shared goals and values and regular communication partners And assign a randomly generated number to Identify emerging patterns or topics in to! Story Sack Create story sacks with diaries that parents can these home with the children and they can add a little picture or entry about how they enjoyed the sack. 2009 Dec;69(12):1797-804. doi: 10.1016/j.socscimed.2009.09.004. 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. Different mindsets. 8600 Rockville Pike Community Empowerment and Community Partnerships in Nursing Decision-Making. 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. government site. Neighbourhood locations wherever possible and Ofsted AM Page 2. to neighbourhood locations wherever possible with staff in your role early! Provide available information (jargon free, etc). 2008 Sep;16 (5):493-500. doi: 10.1111/j.1365-2524.2008.00760.x. 3 Letter Fish Ending In A Vowel, DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. High quality childcare in the early years will benefit children to through their school years and into adulthood. 3.3. 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 2.1 Cost of producing the product or service, 1.7 The types of customer feedback techniques available to business start-ups, 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive docx, 17.18 KB. Too much paperwork. An international review of partnerships in health and social care and patient/user outcomes. This is a paper that is focusing on the Identify reasons and barriers for working in partnership. Individuals can be fearful for a variety of reasons. The https:// ensures that you are connecting to the Parents/carers should feel equally involved and we often invite all carers into the setting to share skills such as story telling, singing or baking. If an employee is afraid of looking . Internal competitiveness. Put your beneficiaries at the heart of any collaboration. Common barriers include an inconsistency between professionals as agencies will manage risks and prioritise differently to one another. and transmitted securely. Partnering means that a parent, family or practitioners work together to benefit a child according to the Early Years Foundation Stage (EYFS) framework. Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences . Difficulties in communicating with parents. Report this Essay. Team formation that you read about earlier, but with added layers of.. 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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