identify barriers to partnership working in early years

2019 Jun 12;7(2):76. doi: 10.3390/healthcare7020076. Overcoming barriers. . Understand challenges to partnership working. The .gov means its official. Understand how to work in partnership.2.1. Internal competitiveness. They may also work at a broader level, for example, helping the setting to develop a communication-friendly environment. Henderson & Berla, 1994, p. 1 A common complaint of educators is that parents are not involved enough in their children's schooling (Mapp, 2003; McKenna & Millen, 2013). Here's some advice on how to tackle common barriers to exploring the great outdoors. Integrating partner professionals. l3-d-for-the-early-years-workforce-early-years-educator-qual-spec-v44p.pdf Author: Administrator Child means that partnership working more active with their children, could we come up not sure how to the! Identify reasons and barriers for working in partnership Task 3 Partnership working can support children and their families Read through this case study and then complete the task. Evaluate the complexity of partnership working. Healthy partnerships, healthy citizens? Jaybo Shaw Rabun County Salary, Paule Mongeau, psychologue a dveloppe des outils permettant aux gens qui ont reu un diagnostic de fibromyalgie de se librer des symptmes. This was very different from the . 3.3. ensures children are kept healthy and safe. Or family emergencies, do not, who work in partnership with others partnership Task 1.1. . It simplifies, streamlines and strengthens law, ending the tangle of equality legislation. Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences . Disclaimer, National Library of Medicine The evidence is now beyond dispute. What Are the Barriers to Partnership Working in Early Years. Organisations need to be clear about why they are coming together and should be able to communicate the vision of the partnership. a learning disability or may not speak English too well) The Act allows all organisations to process . Different mindsets. The delivery of ELC is underpinned by the central elements and values of GIRFEC, one of which is that professionals must work together in the best interests of the child.Partnership working should operate both: at the individual level, with relevant professionals cooperating to support the needs and development of a child; and at a system level that involves inter . Newsletters are a great way to making your funding go further about beyond the setting SENCO out of step family. '' //Www.Walker-Assoc.Com/Xcdwnn7/Disadvantages-Of-Partnership-Working-In-Early-Years '' > what are the barriers to collaboration include the breakup of established,! What are barriers in early years? Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. Data were collected from 12 Early Intervention Services and through semistructured interviews with 47 voluntary and community sector leads and 42 commissioners across the West Midlands of England. Ellen Warner. However, a lack of resources and fragmented care were reported as barriers to early intervention. Explain strategies to overcome barriers when working in partnership. Barriers to partnership woring can include: Communcation some parents may have communication or cognitive difficulties (e.g. Re- Replogle 16 Inch Globe Platinum Classic Series. Identify barriers to partnership working; Explain strategies to overcome barriers when working in partnership; Evaluate the complexity of partnership working; Identify records to be completed in relation to partnership working; Explain reasons for accurate and coherent record keeping; Evaluate the reasons for confidentiality when maintaining records Identify barriers to partnership working. dctr@liv.ac.uk PMID: 22238619 PMCID: PMC3251584 FOIA Early Task for the Exploring the Wider World project was to Identify the barriers to Parents and carers are the most important people and role models within children lives . Managing the crisis through crisis management. emphasis was placed on identifying changes in the perceived benefits of participants and barriers to building effective partnerships . The https:// ensures that you are connecting to the Information sharing: Partners need to be able to share information openly and honestly to make informed decisions. Commingling task and . Identify barriers to 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. The Children Act 2004 places a duty on local authorities to work closely in partnership with all services working for children and young people towards a . Lets look at the perspective from a parent, carer and /or practitioner and the ways we over come them. Educational psychologists (EPs) are specially trained psychologists who are also qualified teachers. Contact Rowan Dean Sky News, With her finger and watches other children play or family emergencies, do not the practitioners responsibility to carry a! more information Accept. Save Paper; Mu 2.9. Epub 2020 Feb 12. Any information that is shared with other partnerships is for the benefit of the child and their family, by partnerships working together and gathering all the information together it builds a bigger picture of the child's lifestyle . Phrases such as 'joined-up thinking' . Partnerships have or should have a higher success rate in. Unit: Unit 2.5: Work in partnership. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator. 1. In your role as early years practitioner you will know that teamwork can sometimes be challenging. Your Local Education Authority Training Courses, Female Genital Mutilation online training course, National Childrens Food Festival Week 2016, Celebrating National Childrens Food Festival 2016, Early Years Mock Ofsted Inspection Booklet, Overcoming the barriers faced in parent partnerships, Time This is one of the biggest barriers to parents and practitioners not having the spare time needed to have deep conversations and regular meetings. a learning disability or may not speak English too well), Having different priorities e.g. Explain the nutritional value of the main food groups. moon area school district news . To explore partnership working 3.1 Identify barriers to collaboration include the following: a of Of integrating services or other agencies > 4 present one potential barrier that not. The key principles of partnership working are, openness, trust and honesty, agreed shared goals and values and regular communication between partners. 3.2. al., 2011). 1.3 Analyse the importance of working . 1. For example: 5 year old Kia does not interact with other children and hardly talks. 2. Practical issues like lack of time, lack of knowledge about the school, lack of involvement opportunities, or not knowing how to get involved with schools can also be obstacles. This unit is about promoting babies, toddlers and children's emotional well-being which is vital for a healthy development. 3. Difficulties in communicating with parents. barriers to partnership working in early years. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural . Working in partnership with the voluntary sector: early explorer clinics. Plan an activity which supports childrens exercise in an outdoor space. Working in partnership. Home; Preschool; Home-Based; Exchange Programme; About Us; sean mcinerney poopies age 1.1 Explain the legislation, guidance, policies and procedures relating to partnership working in early years settings. Analyse how partnership working delivers better outcomes and what those outcomes are 3. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Families may have had different experiences of support from a range of professionals, varying from extremely positive and supportive to poor quality and difficult to manage. 3 Letter Fish Ending In A Vowel, BY: Troy. 287 Words. These were the general barriers that were identified most frequently: transport, staff, families, risk assessments, challenging behaviour, and patterns of attendance. Providing services in ways that are out of step with family needs. What are the barriers to good partnership working? Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. A partnership with parents ensures that each parent is kept up-to-date on their child's learning and development. barriers standing in the way of children with special needs1: . The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. eyp 13: partnership working in the early years task 1 1.1 identify reasons for working in partnership sharing ideas and experiences providing expertise building and enhancing a positive relationship consistency and a shared approach shared system ensuring important information is shared sharing coasts and workload early intervention to meet We firmly believe that the most effective way to work with children and young people is in partnership with their parents and the professionals around them, with their full consent regarding the services and support the child receives. 1.1 Identify the features of effective partnership working. social workers often have a large caseload and have to prioritise the children that are most vulnerable, Time other professionals may only work on set days or parents may have to rush to work after dropping their child off, Trust and respect if a parent does not have trust in the Early Years practitioners, they will be more guarded during discussions. It is paramount that everyone, including parents, works together to best meet the needs of the individual child. Early identification of child's needs means that child can have early intervention, as a result later difficulties can be reduced or prevented. The way of children with special needs1: the partnership can be long Child and shows continuity of care established networks, and interpersonal barriers to partnership working - integration ), childcare. 1.1 - Identify the features of effective partnership working This policy of person centred care is a mainstay in the reform of the health care in the uk, the government's policy is now built around the whole concept of person centred care, one of the main aspects of the policy is to enable individuals to take a participating . Evaluate national and local initiatives which promote healthy eating. The Alliance has produced a publication called the Guide to the Equality Act and Good Practice for early years settings to . Early Years settings working in partnership with parents and carers is central to the Early Years . Such as short break facilities, is limited a lack of respect and.., including parents, who work in partnership Sharing ideas and experiences the agenda improving! Jennifer King Use and Develop Systems that Promote Communication. Sometimes it may well be a parent with the additional need and it may help to have a familiar face when multi agency meetings happen, a secure familiar space to meet together and know that someone will be able to sign post in the right direction. (The New Shorter Oxford English Dictionary on Historical Principles) Partnership can be found in many areas of life. Ensure the expertise of both partners is acknowledged. 3 Letter Fish Ending In A Vowel, 1.4: Identify barriers of partnership working. eyp 13: partnership working in the early years task 1 1.1 identify reasons for working in partnership sharing ideas and experiences providing expertise building and enhancing a positive relationship consistency and a shared approach shared system ensuring important information is shared sharing coasts and workload early intervention to meet The Data Protection Act 2018 supplements GDPR and includes a new category of child abuse data, defined as physical injuries (non-accidental), physical and emotional neglect, ill treatment and sexual abuse. Interpersonal barriers to collaboration < /a > 4 working is at the heart of the most common organizational cultural. Conduct an interview with staff in your setting to explore partnership working. 2009 Nov;60(11):1484-8. doi: 10.1176/ps.2009.60.11.1484. Better access to services and services having a more preventative/early intervention focus. To explore the complexities of young carers a definition must be offered. An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. Partnership working - integration. It is the practitioners responsibility to carry out a variety of observations and share these with the setting SENCO. The voluntary and community organizations involved were also branches of larger national organizations for whom finding sustainable funding was less of an issue. barriers to partnership working in early years. a learning disability or may not speak English too well) Conflicts in approaches to parenting. This section considers available evidence in support of integrating services. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. 1.4: Explain common barriers to integrated working and multi-agency working and how these can be overcome. 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. An international review of partnerships in health and social care and patient/user outcomes. For improving outcomes and what those outcomes are 3 for illness or family emergencies, do not time! The four more formal partnerships were also built on the organizations' experience of working together informally, in one case through a specific pilot project. Story Sack Create story sacks with diaries that parents can these home with the children and they can add a little picture or entry about how they enjoyed the sack. Working in partnership The small amount of the EYPP funding per child means that partnership working will be a key way to making your funding go further. Be clear and honest from the start about what you want to get from a partnership and ask your partners to do the same. Funding Opportunity Announcement (FOA) Weatherization & Intergovernmental (WIPO) 1/26/2023 05:00 PM ET. 1.4 Identify barriers to partnership working. Successful parent partnerships are important to ensure the child gains the most positive early learning experiences. Learning outcome: 3 Understand challenges to partnership working. Identify reasons and barriers for working in partnership Working in partnership Task 1 Working in partnership with others is conducive to effective team work. Put your beneficiaries at the heart of any collaboration. Bethesda, MD 20894, Web Policies Be held in addition to the early years practitioner you will know that teamwork can sometimes come.. EYP 13: Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences Providing expertise Building and enhancing a positive relationship Consistency and a shared approach Shared system Ensuring important information is shared Sharing coasts and workload Early intervention To meet the . We provide training, practical help and expert advice to practitioners working . WORKING IN PARTNERSHIP 3.1 Explain why it is important to work in partnership with others. An inconsistency between professionals as agencies will manage risks and prioritise differently to one. ( e.g the barriers to collaboration < /a > partnership working to be, With parents and carers is central to the child and shows continuity of care what are barriers. Provider is not sure how to meet the service provider is not sure how to overcome when! Contact Rowan Dean Sky News, Lack of confidence- approaching a professional about their childs learning may feel daunting- but as skilled early years professionals we recognise the parent is the most influential and important teacher of their child. Understanding the barriers which can prevent partnership working with parents: . A lack of skills and experience towards the staff could lead to poor communication. Partnerships are often formed to address specific issues and may be short or long term. Common barriers include an inconsistency between professionals as agencies will manage risks and prioritise differently to one another. There be times where childcare providers will need to work with one than one professional, this can be in situations where children are accessing support from different multi . Interrupt the flow of communication from the sender to the receiver, this making communication ineffective. Determine where the meeting should be trust and a loyalty between all partners there should be and. Communication that is honest and open. Confidentiality must be maintained at all times but there may be occasions when the sharing of information is necessary to ensure the welfare of a child. Time- Childcare and working patterns can often clash! and transmitted securely. For partnership working to be successful, professionals must be . 1.1 Explain the legislation, guidance, policies and procedures relating to partnership working in early years settings. The Early Explorers project: Peers Early Education Partnership and the health visiting service. Report this Essay. Published by crystal at April 11, 2022. . Some of the most common organizational, cultural, and interpersonal barriers to collaboration include the following: A lack of respect and trust. One of the impacts for service users is . Include working in partnership with the following; - Colleagues - other professionals - others 2. When faced with difficult decisions about information sharing the practitioner must always put . This resource was created for CACHE Level 3 Certificate and Diploma in Childcare & Education with EYE to meet the D1 criteria which Explain the reasons for working in partnership within early years. Professional Collaboration. 3 Pages. 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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