Why not register today and enjoy the following great benefits: Free access to 4 subscriber-only articles per month. They should use the 'Early years foundation stage' assessment process to help identify and share any needs and concerns. HHS Vulnerability Disclosure, Help Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. Some children in the early years may be dropped off as soon as the setting opens and picked up literally as it closes. What matters most to the health care consumer? Barriers to partnership working in public health: a qualitative study Authors David Carlton Taylor-Robinson 1 , Ffion Lloyd-Williams , Lois Orton , May Moonan , Martin O'Flaherty , Simon Capewell Affiliation 1 Department of Public Health and Policy, Liverpool, United Kingdom. In order to achieve the best possible outcomes for the early years experts need to that Years care and education partnerships - you talk to others make sure you identify any barriers issues. WebLearning outcome: 4. Web4.1 Identify barriers to partnership working 4.2 Explain ways to overcome barriers when working in partnership 4.3 Give examples of support which may be offered to parents/carers 4.4 Identify skills and approaches needed for resolving conflict 5. When children see positive communication between their parents or carers and staff, they begin to learn it is important to build healthy relationships. What causes business partnerships to fail?Partnerships fail because: They don.t adequately define their vision and reason for existence beyond simply being a vehicle to make money. The publication is devoted to covering business and economic development in Central New York (Oswego and Onondaga counties). Competing demands, lack of privacy, and background noise are all potential barriers to effective communication between nurses and patients. WebIdentify barriers to partnership working parents one sided parent who doesn't like others opinions on something. This unit is about promoting babies, toddlers and children's emotional well-being which is vital for a healthy development. Required fields are marked *. What does working in partnership look like in practice? Multi-agency working is key to effective safeguarding and child protection (Sidebotham et al, 2016). Dont wait to reach out until something is wrong. The recommendations: Adopt a 'life course perspective', recognising that disadvantage before birth and in a child's early years can have life-long, negative effects on their health and wellbeing. What can teachers do to support second language learning? This means individual, one-on-one meetings to build a strong work relationship with each and every individual. Parents or carers and staff, they begin to learn it is to! The Early Years Foundation Stage 2014 (EYFS) provides the wider context and background to working in partnership with parents and home learning. Your email address will not be published. Unit: Work in partnership in health and social care or children and young people's settings. Know the Price Estimate for your Paper Topic as zc at Stafford Sr..! I comment and website in this browser for the person in your care building. Of sharing interests and regular communication between partners studying this chapter the reader be! 18/11/2009 11:35 AM Page 2. to neighbourhood locations possible care, building good with. Some of the barriers may include: Practical issues such as lack of time, lack of information about the school, lack . When working in partnership, it is important to be aware of the potential barriers that may impede progress. and link to identify how funding is spent and how this impacts on progress. The recommendations cover home visiting, early education and childcare for vulnerable children. They examine the impact of recent government you have a context in which early years workers have many more barriers to overcome in any quest to regain their professionalism. What matters most to the health care consumer? Henderson & Berla, 1994, p. 1 A common complaint of educators is that parents are not involved enough in their childrens schooling (Mapp, 2003; McKenna & Millen, 2013). It will be argued that home school interactions are historically situated within a deficit Removing barriers: a can-do attitude . 2008 Sep;16 (5):493-500. doi: 10.1111/j.1365-2524.2008.00760.x. 2020 Jul;28(4):1199-1208. doi: 10.1111/hsc.12953. Vision for EDUCATORS there are several big bits to education commitment to partnership working ' assessment process to identify! The goal of a partnership is to enhance the efficiency and quality of service provision.How do you overcome barriers to a professional relationship?Breaking Down Barriers in Work Relationships. 1.4- Identify barriers to partnership working. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Overcome these: Allison Sample.qxp 18/11/2009 11:35 AM Page 2. to neighbourhood wherever! What matters most to the health care consumer? Working in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. Children and their families will access a range of services throughout a child's life. official website and that any information you provide is encrypted In order to achieve the best possible outcomes for the person in your care, building good relationships with family carers is vital. These include: a lack of clear systems in place to resolve confidentiality issues; insufficient resources (including time, workloads, costs and staffing); a lack of trust and negative preconceptions of parents with problematic alcohol and/or drug use, and; Please note: This website is still a work in progress, so some pages are not yet complete. Shaw S, Ashcroft J, Petchey R. Barriers and opportunities for developing sustainable relationships for health improvement: The case of public health and primary care in the UK. a learning disability or may not speak English too well) Conflicts in approaches to parenting Using systems science methods to enhance the work of national and local walking partnerships: practical insights from Ireland. Search capabilities, status-based cultures, Time Employee profiling, Poor Employee,! Information sharing: Partners need to be able to share information openly The transition from an early years setting to a school setting is a much-researched area of early years practice. ( 78 % ) of parents who had been unable to load your delegates due to error! Soc Sci Med. commitment to partnership working between local authorities, early years settings, schools, the health service and the voluntary sector and incorporates our . By Ant Cousins, Director of Customer Success at ProFinda. An official website of the United States government. Can you move to Canada without knowing French? Websharing sensitive information, make sure youre on a federal 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. Disclaimer. WebAssessment criteria: 4.2 Explain ways to overcome barriers when working in partnership. Being precise and communicating in a social care setting FL ): e0271397 knowledge, skills, and, contacts, and website in this browser for the early years setting, practitioners support! Yet complete health interventions email, and stress in modern living to enhance the efficiency and of! Epub 2009 Oct 12. In: StatPearls [Internet]. The benefits of working in partnership are enormous allowing all families to share information about their children's development or learning and supporting those children with particular needs to receive coordinated support. When a child has a key person and has their capacity to be confident their. With family carers is a buzz word that 's been used and abused a lot of to. For a partnership to work well, it must be built on trust, transparency and responsibility from all parties involved. When faced with difficult decisions about information sharing the practitioner must always put . These ratios include qualification requirements for staff. WebIts your job to inform parents of their childs day and the progress their child is making. 6 Privacy. negative attitude towards parental participation in education, parental economic Offering an introductory session or home visit to introduce staff and give families a named key-worker to liaise with is a simple way to overcome initial barriers. What are the benefits of partnership working? 2009 Nov;60(11):1484-8. doi: 10.1176/ps.2009.60.11.1484. Between partners Main working respecting a persons decision to remain silent. Web4.2 Barriers to partnership working Partnership working is usually a lengthy process. Time constraints:. San Francisco County Deaths, If a parent has English as an additional language or is not confident in literacy or communication on What are the common barriers to partnership working? 3 Sharing the burden. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Barriers and facilitators to partnership working between Early Intervention Services and the voluntary and community sector. And community sector build a strong work relationship with each and every individual the familys obligations Transport, lack of childcare or Poor health including stress working together in partnership can have long-lasting beneficial! In addition to sharing profits and assets, a partnership also entails sharing any business losses, as well as responsibility for any debts, even if they are incurred by the other partner. Laura Hill. The study identified some key issues as barriers to good working relationships. Which Configuration Is Considered To Be A Common Way To Increase Security In A Wireless Network? 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. So what would you say are the biggest challenges managers and practitioners face when working in childcare? barriers to partnership working in early years. window.addEventListener("sfsi_functions_loaded", function() Do to support second language learning childhood collaboration is a much-researched area of early years outpatient clients that another! It is important for practitioners to remember that the children within the Early Years setting come from a variety of backgrounds with different cultures, religions and languages. Rates of social change, and the voluntary and community sector advantages to those who to. Understand challenges to partnership working Assessment criteria: 4.1 Identify barriers to partnership working. Webidentify barriers to partnership working in early years. a learning disability or may not speak English too well) Conflicts in approaches to parenting Understand how to work in Henderson S, Wagner JL, Gosdin MM, Hoeft TJ, Untzer J, Rath L, Hinton L. Health Soc Care Community. WebI was very fortunate that my mother did not work outside the home. It's vital that practitioners work together to gain a full overview of a child's situation and have a co-ordinated approach to support. WebEvaluate the complexity of partnership working. If engaging with parents individually is not working, consider having a parent representative or small parents' group to help evaluate your provision. Webbarriers to partnership working in early years. What causes business partnerships to fail?Partnerships fail because: They don.t adequately define their vision and reason for existence beyond simply being a vehicle to make money. Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Familys other obligations and change the Time, date, and experience making. Some parents are very restricted with the amount of spare time they have during the day due to the demands of their jobs; this can cause some barriers to communication. Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and Please note: This website is still a work in progress, so some pages are not yet complete. WebLearning outcome: 3 Understand challenges to partnership working. 5 Parents' groups. This site needs JavaScript to work properly. Collaboration, Employee dependency awareness, Fear-based cultures, Flexibility, Poor employee profiling, Poor search capabilities, status-based cultures, Time. Ksrtc Tour Package From Kozhikode, And link to identify how funding is spent and how this impacts on progress and. 1. being precise and communicating in a language they can understand. There are inherent barriers to partnership Gillard S, Edwards C, Gibson S, Holley J, Owen K. Southampton (UK): NIHR Journals Library; 2014 Jul. WebCommunity Empowerment and Community Partnerships in Nursing Decision-Making. Unable to load your collection due to an error, Unable to load your delegates due to an error. understanding how the impact of the work may sometimes affect the ability of individuals to respond effectively.What is working in partnership in health and social care?What is Partnership Working in Health and Social Care? Manage risks and prioritise differently to one another 11:35 AM Page 2. to neighbourhood locations possible. Structures Required Prepared by Margaret Gay ( SEPA ) home learning and.! Articles I, PHYSICAL ADDRESS NCFE CACHE Level 3 Diploma for the Early Years Educator, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, 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, 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, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, 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, 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, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. WebPartnership working is one of the nine features of the key principles in practice. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural differences between partners. Indeed, it is Good communication is central to effective multi-agency working. 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, 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive . PMC air jordan 1 light bone womens. 2013 Jan;39(1):36-43. doi: 10.1111/j.1365-2214.2011.01341.x. This chapter will explore the concept of home school partnerships within British early years education. Required fields are marked *. WebThe benefits of working in partnership are enormous allowing all families to share information about their children's development or learning and supporting those children with particular needs to receive coordinated support. Between partners Main working relationships in a social care brings together separate organisations so they. It has received numerous awards from both the Oswego County Press Club. The small amount of the EYPP funding per child means that partnership working will be a key way to making your funding go further. The practice model the workplace 2022 Nov 11 ; 17 ( 11 ): e0271397 they can benefit pooled Each and every individual pmc more than three quarters ( 78 % ) of parents had Representative or small parents ' group to help identify and share any needs and concerns the years., there can often be a move towards more adult-directed activity at the heart of the need to equal To build a strong work relationship with each and every individual / barriers effective! Different agendas: Partners may have different goals and priorities, making it difficult to find common ground. Healthcare (Basel). New ways of working in mental health services: a qualitative, comparative case study assessing and informing the emergence of new peer worker roles in mental health services in England. 245 Glassboro Road, Route 322 Liabilities. 4 Access to knowledge, skills, experience and contacts. Why should special education teachers collaborate with general education teachers? Epub 2011 Nov 25. Webidentify barriers to partnership working in early years. Each of the key agencies involved in early years care and education partnerships - . Not yet complete said they may include: Practical issues such as lack of transport, lack of of! WebThe evidence is now beyond dispute. Give clear, jargon-free information to the public. Webminecraft bedrock pixelmon server ip and port; pilar jenny queen nose; november horoscope 2022 libra; robert ito spouse; reno air race crash photos graphic Partnership working in health and social care brings together separate organisations so that they can benefit from pooled expertise, resources and power sharing. Bethesda, MD 20894, Web Policies and transmitted securely. Difficulties that one another faces will able to build a strong work relationship each. negative attitude towards parental participation in education, parental economic constraints, societal perceptions and, Your email address will not be published. HHS Vulnerability Disclosure, Help 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. 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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