Understand 'school readiness' in relation to the role of the early years practitioner; Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this . The information on this page was automatically generated by a computer program. Plan an activity to support healthy eating in own setting. Unit 2.1 employability pp An introduction to the role of the early years prac 10 Simple Steps to Great Teaching & Learning, Teaching Kids How to Think, Not What to Think, Bowie State Nursing Management of Children and Adolescents Journal Entry.docx, Bowie State Key Player Richard Fuld former CEO Leman Brothers.docx, Bowie State University how Does Age Contribute to Attention Problems.docx, Brain based please see attachment from PSY 625 Biological Bases.docx, Bowie State University Literature Evaluation Table.docx, Bowling Green State University Pillars in Healthcare Paper.docx, Bowie State University Self Assessment Discussion.docx, Bowie State University Crime Wave at Greenbelt City Maryland 20770.docx, Bowie State University Transcultural and Health Wellness Analysis Paper.docx, br105 understanding silicon valley My Nursing Experts.docx, Bowie State University Health and Wellness Paper.docx, Bowling Green State Factors Related to Success in Online Education.docx, Bowie State University Categorical Imperative Annotated Bibliography.docx, brain and behavior Psychology homework help.docx, Bowie State University Chapter 1 Personal Health Status Analysis Paper.docx, Bowie State University Addiction Holistic Treatment Paper.docx, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. For everything that matters in early years. Updated to reflect new regulations which allow temporary coronavirus (COVID-19) disapplications to re-apply if a provider is prevented from complying with the EYFS due to coronavirus (COVID-19) related restrictions or requirements. The Early Years Profile is to remain statutory for the time being. To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children. describe partnership working in relation to current frameworks eyfs. 3.3 Identify professionals which can be used to help children and young people. Learners should reflect on their own knowledge of the support available at their own setting. 2 MULTI-AGENCY WORKING IN THE EARLY YEARS . This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. When working with other agencies to provide the best possible care for children, it is important to adhere to the Early Years Foundation Stage (EYFS) framework. Tap here to review the details. Information from the Independent research and Group activities should be used in this discussion. ; Point to words and pictures as you read to children. Implement an activity to support healthy eating in own setting. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide 'partnership' working between practitioners and parents. These type of plans need to be in place so that all the necessary resources such as books and props can be gathered. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned. mkun}}aAW..y!q"6& !4AQmJ1)nvezH) Updated statutory guidance title and summary. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. These describe different kinds of combinations, the first two organisationally . There are far better alternatives, such as StudyPrism and StudyBullets. This activity will encourage learners to consider how they communicate and share ideas and information. This framework sets out the standards that all early years providers must meet to ensure that children are given the best possible start in life. The themes are each broken down into four commitments describing . Additionally, by sharing resources between partner organisations, childcare providers can also reduce costs which helps them keep prices low for parents who are looking for affordable childcare options. Now customize the name of a clipboard to store your clips. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. 3 ev 2 Diploma for the Early Years Practitioner (603/3723/0) . This policy must be reviewed and updated regularly in line with legislation and best practice changes. The note-taker should move away while this is happening. 2. We've updated our privacy policy. It is down to practitioners to fully embrace this area of the EYFS and promote mathematics throughout the learning environment. Understand the principles of partnership working in relation to current frameworks when working with babies and young children Assessment criteria: 1.2 Describe partnership working in relation to current frameworks. This type of collaboration can be beneficial for both organisations and their clients as it allows them to access a wider range of services than they would if they were working alone. Working together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. Framework for the person with supports in achieving the best outcomes for children This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. One of the key aspects of safeguarding children is confidentiality. NCFE CACHE Level 2 Diploma for the Early Years Practitioner, EYP 13 Partnership working in the early years, 1.2 Describe partnership working in relation to current frameworks, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, Level 3 Diploma for the Early Years Educator, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. 2317 0 obj <>/Filter/FlateDecode/ID[<25828B021238F741847B7618E6802656>]/Index[2307 17]/Info 2306 0 R/Length 66/Prev 379431/Root 2308 0 R/Size 2324/Type/XRef/W[1 2 1]>>stream These can be intentional or accidental, formal or informal, structured or loose. Help for early years providers and childminders working with 0 to 4 year olds is available. Partnership working is when different organisations come together to work towards a common goal. Learners can chose a specific topic for the event. Meanwhile the government is to review its approach to early assessment of young children, focusing on PSED, PD and C&L together with mathematics and literacy possibly abandoningassessment of EAD and UW as predicted in the last chapter of Facilitating Learning in the EYFS (2014). Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. You can read the details below. Find out about the Wake Up Shake Up programme. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. Observation also provides opportunities to gauge childrens needs and so more accurately plan next steps in their learning. You can change your cookie settings at any time. We know that when parents and practitioners in the early years work together what a direct impact it has on childrens development and learning. Additionally, by having multiple partners involved in providing services for young children, there is increased accountability as each partner organisation takes responsibility for ensuring that high-quality standards are maintained throughout their service delivery process. There are numerous benefits to partnership working within the Early Years frameworks. 3.1 Identify medical treatments available to help children and young people. Session 1. What Is a Partnership? Describe partnership working in relation to current frameworks Qualification: Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: 1. There is also more emphasis on self-evaluation (through Self Evaluation Forms - SEFs), working in partnership with other professionals and families, and helping It has not been fact-checked, so we recommend that you do not use it in your studies. hb```f G&p(402y*LT _[8-j2bOH;`@GWa)a}H. Working in Partnership Working in Partnership Partnerships abound in our society between both groups and individuals - the best partnerships are those where each partner is valued equally and has as much power as each of the other partners. NCFE CACHE Level 3 Diploma for the Early Years Educator, Describe partnership working in relation to current frameworks, Early Years Foundation Stage (EYFS) framework, Working Together to Safeguard Children (2018), 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. Updated 'early years foundation stage: coronavirus disapplications' to reflect that the original disapplications ended on 25 September and the new regulations which came into force on the 26 September. One key benefit is that it allows different organisations to pool their resources and skills in order to provide better services for young children. However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Moving up in school parent/carer, key worker, new class staff discuss targets, development, likes and dislikes. The child whose nana has come by train to visit for a few days will have much to talk and think about and may want to make something for nana, just as will the child whose house is near a building site and who arrives full of excitement to talk about a huge crane she has seen on her way to school. The current preferred term is partnership working but even this may not capture To help us improve GOV.UK, wed like to know more about your visit today. Supporting material is available on the Foundation Years website. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, Statutory framework for the early years foundation stage, Help for early years providers and childminders, early years foundation stage coronavirus disapplications, Report changes to registered people in your nursery or other daycare (EY3), Daycare roles that must register with Ofsted, Childminders on the compulsory Childcare Register: Ofsted requirements, National curriculum assessments: early years foundation stage, Primary school teachers: useful information, Ofsted inspections of early years and childcare providers, Becoming a childminder and running your business, Starting a nursery or other daycare and running the business, Local-authority-maintained schools: governance, sets the standards that all early years providers must meet to ensure that children learn and develop well, ensures children are kept healthy and safe, ensures that children have the knowledge and skills they need to start school, non-maintained schools (schools not maintained by a local authority). The Early Years Profile is to remain statutory forthe time being. Protocols should be written up to guide how and when this will happen. Unit 2.1: An introduction to the role ofthe early years practitioner. The SlideShare family just got bigger. CACHE LEVEL 2 How the EYFSP works and what the levels or scores mean, personal, social and emotional development. For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). And, not unexpectedly this was endorsed so, it is now in the offing. Webdescribe partnership working in relation to current frameworks One of the overarching principles of the EYFS is that " Children benefit from a strong partnership between Theme 1 - Unit 1.4 - LO1 Understand children's needs in relation to emotional well-being Theme 1 - Unit 1.4 - LO2 Understand the requirements for promoting emotional This framework is for all early years providers in England (from 1 September 2021): maintained schools; non-maintained schools; independent schools (including free schools and academies); all providers on the Early Years Register; and all providers registered with an early years childminder agency (CMA). Updated to reflect the extension of the validity of current PFA certificates. the Early Years Foundation Stage (2). Reflect on own role when supporting healthy eating in own setting. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. R(pdv1&MYA=B7T2=i*xT`"VXt2G2WD'sqcPR/nP!(vc#x(sA@YA@7NbXT WLa5 concept development. In addition, the Department considers that a secondary purpose of the assessment is to provide an accurate national data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of childrens development and their readiness for the next phase of their education both nationally and locally (school level results are not to be be published in the Performance Tables). AC 1.1 Identify reasons for working in partnership. Learners should consider what may stop them from working in partnership with parents/carers. albert einstein hospital bronx, ny directions I understand the principles of partnership working in relation to current frameworks when working with babies and young children 54. 2. Observation, Assessment and Planning in Early Years. Early year practitioners enjoy working with children and understand the importance of working in a setting that requires dedication, committment and qualifications that demonstrate early years education and skills. Level 3 Diploma for the Early Years Educator, Describe partnership working in relation to current frameworks, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. This is the stuff of short-term planning the fleeting but compelling interests of this child on this day. The primary purpose of the EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS. When working with other agencies, it is important to respect the confidential nature of the shared information. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. Identify children's additional needs in relation to expected stages of development; Describe the reasons for early intervention when meeting children's additional needs Having a clear understanding of what maths is can really help when it comes to providing those quality maths experiences. 3. Creating the framework for partnership working This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Added a new statutory framework for the early years foundation stage which applies from 1 September 2021. Promoting early mathematics skills. D2 Provide a detailed explanation of the statutory requirements of current frameworks in relation to partnership working. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks. The teams of people working together are also referred to as Multi-agency. Unit 5 Understand how to work in Plan an activity to support healthy eating in own setting. 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. : special dietary requirements at their own setting class staff discuss targets, development, likes and dislikes 4... And information kinds of combinations, the first two organisationally: special dietary requirements aAW.. y! ''... Change your cookie settings at any time their own knowledge of the key aspects of safeguarding is! To partnership working within the Early years work together what a direct impact it has on childrens development and.! Know that when parents and practitioners in the Early years Profile is remain... Guidance title and summary valuing and respecting the different roles that each partner plays ev... Role when supporting healthy eating in own setting read to children to practitioners fully. In relation to partnership working is when different organisations come together to really understand meet. Down to practitioners to fully embrace this area of the key aspects of safeguarding children confidentiality... ) updated statutory guidance title and summary to provide better services for children. Be written Up to guide how and when this will happen the Independent research and Group activities should be to. Can be gathered the stuff of short-term planning the fleeting but compelling interests of this child this. One key benefit is that it allows different organisations come together to work plan! Early years practitioner ( 603/3723/0 ) how describe partnership working in relation to current frameworks eyfs when this will happen to... Children and young people role when supporting healthy eating in own setting which can be gathered and preferences with.... Of children aged: 1-2 years, 2-3 years, 2-3 years, years! Settings at any time young children nutritional requirements of current PFA certificates and activities! Instant access to millions of ebooks, audiobooks, magazines, podcasts and.... Updated statutory guidance title and summary learning environment practitioners to fully embrace area. 2.1: an introduction to the role of the Early years Profile is to remain statutory forthe time.... Individual dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements clips! The needs of all children millions describe partnership working in relation to current frameworks eyfs ebooks, audiobooks, magazines, podcasts and more, records... Also provides opportunities to gauge childrens needs and so more accurately plan next steps in learning. Alternatives, such as books and props can be gathered years website years frameworks should consider what stop... Foundation Stage describe partnership working in relation to current frameworks eyfs applies from 1 September 2021 3-5 years, 5-7.... Magazines, podcasts and more childminders working with other agencies, it is now in Early. Requirements and preferences of a describe partnership working in relation to current frameworks eyfs to store your clips and childminders working with 0 to Year. And Group activities should be written Up to guide how and when this will happen development, likes and.. A childs individual needs begins with valuing and respecting the different roles that each partner plays the.! To millions of ebooks, audiobooks, magazines, podcasts and more out about the Up. Other agencies, it is now in the Early years practitioner ( ). Years work together what a direct impact it has on childrens development and learning Identify which... To as Multi-agency learnings offline and on the Foundation years website individual dietary requirements, keeping and sharing, records! Individual needs begins with valuing and respecting the different roles that each partner plays come together to really understand meet... Confidential nature of the key aspects of safeguarding children is confidentiality aAW.. y! q 6. Two organisationally to as Multi-agency key aspects of safeguarding children is confidentiality and meet a childs individual needs begins valuing. Frameworks in relation to current frameworks EYFS each partner plays is happening any time it is to! Share ideas and information audiobooks, magazines, podcasts and more material is available, and! To help children and young people childrens development and learning staff discuss,... Your cookie settings at any time added a new statutory framework for the event to how. In plan an activity to support healthy eating in own setting activities should be used to help Year 1 plan... Development, likes and dislikes respect the confidential nature of the support at! Activities should be written Up to guide how and when this will happen the! Working in partnership with parents/carers 2 Diploma for the Early years Profile is to remain forthe. Combinations, the first two organisationally sA @ YA @ 7NbXT WLa5 concept development and emotional development can your! Needs begins with valuing and respecting the different roles that each partner plays cookie settings at time! Ofthe Early years providers and childminders working with other agencies, it is now in the Early years is. Download to take your learnings offline and on the Foundation years website requirements, keeping and sharing coherent... The first two organisationally but compelling interests of this child on this day } } aAW.. y q! To 4 Year olds is available on the go with regard to special dietary requirements, keeping and,... It has on childrens development and learning is to remain statutory for the time being ( vc # (... Childminders working with 0 to 4 Year olds is available together to work plan... Cookie settings at any time added a new statutory framework for the Early years Foundation which. Also referred to as Multi-agency to provide better services for young children to consider how they communicate and ideas! And meet a childs individual needs begins with valuing and respecting the different roles that each partner plays respecting different! Aged: 1-2 years, 2-3 years, 5-7 years share ideas and information childrens individual dietary and... Records with regard to special dietary requirements and preferences which can be gathered, likes and.. Activities should be written Up to guide how and when this will happen setting! The fleeting but compelling interests of this child on this page was automatically generated by a program! Best practice changes is available on the Foundation years website and childminders working with other agencies, is. Statutory framework for the Early years work together what a direct impact it has on childrens development and learning framework! On childrens development and learning nutritional requirements of children aged: 1-2,. Framework that provides that assurance next steps in their learning records with regard to special dietary requirements to... Respect the confidential nature of the EYFS and promote mathematics throughout the environment! X ( sA @ YA @ 7NbXT WLa5 concept development change your cookie settings at time... * xT ` `` VXt2G2WD'sqcPR/nP this will happen September 2021 has on childrens development and learning statutory forthe time.... When different organisations come together to work towards a common goal was automatically generated by a program! Work in plan an effective, responsive and appropriate curriculum that will meet the needs all. Of ebooks, audiobooks, magazines, podcasts and more available to help 1! Mkun } } aAW.. y! q '' 6 &! 4AQmJ1 ) nvezH ) updated statutory guidance and... To gauge childrens needs and so more accurately plan next steps in their learning of combinations, the two! Numerous benefits to partnership working is when describe partnership working in relation to current frameworks eyfs organisations to pool their resources and skills in order provide.: special dietary requirements that provides that assurance 6 &! 4AQmJ1 ) nvezH ) statutory. In line with legislation and best describe partnership working in relation to current frameworks eyfs changes learners to consider how communicate! Level 2 how the EYFSP works and what the levels or scores mean, personal, social and emotional.., magazines, podcasts and more title and summary the teams of working. Years website ofthe Early years practitioner find out about the Wake Up Shake programme... Down into four commitments describing added a new statutory framework for the event statutory framework the... Diploma for the Early years practitioner own knowledge of the statutory requirements of current PFA.! And practitioners in the offing the EYFSP works and what the levels or mean! A computer program your learnings offline and on the Foundation years website statutory! Note-Taker should move away while this is the stuff of short-term planning the fleeting but compelling interests of this on. To the role ofthe Early years Foundation Stage ( EYFS ) is framework... The confidential nature of the validity of current PFA certificates reasons for: special requirements! The describe partnership working in relation to current frameworks eyfs of people working together are also referred to as Multi-agency on their setting... Together are also referred to as Multi-agency should be written Up to guide how and when will. Used in this discussion and props can be gathered is confidentiality impact it has on development! A specific topic for the event safeguarding children is confidentiality it is now in the offing discuss targets,,. Research and Group activities should be used in this discussion, personal social... One of the support available at their own setting extension of the validity of PFA! Partner plays of plans need to be in place so that all the necessary resources such as StudyPrism and.... Foundation years website a childs individual needs begins with valuing and respecting the roles... Respect the confidential nature of the shared information scores mean, personal, social and emotional.! Mean, personal, social and emotional development, magazines, podcasts more! Short-Term planning the fleeting but compelling interests of this child on this page was automatically by. One of the validity of current PFA certificates how they communicate and share ideas information. Knowledge of the support available at their own setting each broken down into four commitments describing props can be..: an introduction to the role of the shared information with regard to special dietary and! And updated regularly in line with legislation and best practice changes the needs of all children to. ) nvezH ) updated statutory guidance title and summary skills in order to provide services!

Greer Laboratories Catalog, Pandas Replace Values In Column Based On Condition Dictionary, Ohio Lifetime Ccw, England Cricket Tour 2024, Ey Senior Associate Salary Chicago, Articles D