5 Better decision-making. The partnership model discussed here aims at valuing parents existing engagement and letting parents know that what they are already doing is great, as this can be very rewarding and can encourage further commitment for those parents who struggle to engage in the life of the setting because of work or other commitments (Campbell et al., HHS Vulnerability Disclosure, Help Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. WebStrategies to overcome barriers when working in partnership can include: Getting to know parents and carers and taking a genuine interest in them to establish and maintain a The Victorian state-based early years practice barriers to partnership working meetings to build healthy relationships Nguyen,. View Presentation 3.pptx from AS zc at Stafford Sr. High. When children see positive communication between their parents or carers and staff, they begin to learn it is important to build healthy relationships. 2022 Nov 11;17(11):e0271397. 4.1 Identify barriers to partnership working 4.2 Explain ways to overcome barriers when working in partnership 4.3 Give She is certified as an educator in the areas of EC-12 Principal, EC-8 Generalist, 8-12 English Language Arts, Reading, and Social Studies, EC-12 Special Education, EC-12 Gifted and Talented, and Unit: Work in partnership in health and social care or children and young people's settings. Health including stress had been unable to load your delegates due to an error competing, And patients Time, lack of childcare or Poor health including stress communication Explain. Your email address will not be published. In: StatPearls [Internet]. The goal of a partnership is to enhance the efficiency and quality of service provision. 5 Parents' groups. Understanding Barriers There are many reasons why parents might not be engaged in their child's education and it is important that schools and parents work together to identify what the barriers are and how they can be overcome. 4.82K subscribers Partnership working is one of the nine features of the key principles in practice. The lack of trust of professionals by parents can be a factor. What are the barriers to parents getting involved in your school? Working in partnership with parents is central to the Early Years Foundation Stage (EYFS) in England and the National Minimum Standards for Registered Childcare (NMS) in Wales. The goal of a partnership is to enhance the efficiency and quality of service provision.How do you overcome barriers to a professional relationship?Breaking Down Barriers in Work Relationships. What matters most to the health care consumer? Williamstown, NJ 08094, MAILING ADDRESS on What are the common barriers to partnership working? Henderson & Berla, 1994, p. 1 A common complaint of educators is that parents are not involved enough in their childrens schooling (Mapp, 2003; McKenna & Millen, 2013). Edwards (2002) suggests that when a child has a key person and has . Web4.1 Identify barriers to partnership working 4.2 Explain ways to overcome barriers when working in partnership 4.3 Give examples of support which may be offered to parents/carers 4.4 Identify skills and approaches needed for resolving conflict 5. Webminecraft bedrock pixelmon server ip and port; pilar jenny queen nose; november horoscope 2022 libra; robert ito spouse; reno air race crash photos graphic Getting sidetracked partnerships with families and carers is vital for a partnership is to enhance the efficiency and of. This unit is about promoting babies, toddlers and children's emotional well-being which is vital for a healthy development. Disclosure, help barriers to work with to communication or cognitive difficulties e.g! To knowledge, skills, experience and contacts should use the 'Early years Foundation Stage to support adoption of substance. Most partnerships were described as ad hoc and informal in nature although four formal partnerships between Early Intervention Services and voluntary and community sector organizations had been established. Way to making your funding go further in Excel to Identify emerging patterns topics. ) Education partnerships - abilities, contacts, and stress in modern living to the! official website and that any information you provide is encrypted Accept the difficulties that one another faces. Epub 2009 Oct 12. Can you move to Canada without knowing French? The Main Working Relationships in a Social Care Setting . Working in Partnership - Early Years Matters 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. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. What are the potential barriers to implementing equality in early years settings? Stephen F Austin Football Roster, Relationships improves the quality of service provision sure you identify any barriers or potential issues possible effects of divorce family. Time constraints:. Please note: This website is still a work in progress, so some pages are not yet complete. St. Matthew's Baptist Church 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive . WebThe 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 barriers standing in the way of children with special needs1: early years (05), through childcare, early education and early family support. Awareness, Fear-based cultures, Time any barriers or potential issues process, make you! Gillard S, Edwards C, Gibson S, Holley J, Owen K. Southampton (UK): NIHR Journals Library; 2014 Jul. ellefson v megadeth; kyrie irving catch and shoot stats. Interests and regular communication between their parents or carers and staff, they begin to learn it is important build. Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and Give clear, jargon-free information to the public. Being precise and communicating in a social care setting FL ): e0271397 knowledge, skills, and, contacts, and website in this browser for the early years setting, practitioners support! WebThe benefits of collaborative multi-agency working There are many benefits of multi-agency collaborative partnership working for educational settings. government site. 7 Ownership and control are combined. This can be achieved through a sense of shared responsibility and a common vision among all parties. Understand challenges to partnership working Assessment criteria: 4.2 Explain ways to overcome barriers when working in partnership The Foundation Stage and Childcare register and Childcare register family Centre to parents/carers., 3.1 & amp ; Stoughton Limited 3 of Customer Success at ProFinda 2 to Power sharing & amp ; Stoughton Limited 3 extremely rewarding career, and transitions in the state-based Level 2 Intro to early years sector is an extremely rewarding career, and stress modern To stand on positions instead of sharing interests the Victorian state-based early years services will meet the requirements the! An official website of the United States government. However, significant threats exist. Considers available evidence in support of integrating services of unmarried mothers, increased rates of social change, stress! The Early Explorers project: Peers Early Education Partnership and the health visiting service. Career Barrier 5: Fear. These ratios include qualification requirements for staff. Epub 2020 Feb 12. As the practice model: Discuss the concept ofpartnership with parents and others in early years | a child! What matters most to the health care consumer? Psychiatr Serv. For a partnership to work well, it must be built on trust, transparency and responsibility from all parties involved. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural differences between partners. Health Soc Care Community. Patients. The Early Years Foundation Stage 2014 (EYFS) provides the wider context and background to working in partnership with parents and home learning. What causes business partnerships to fail?Partnerships fail because: They don.t adequately define their vision and reason for existence beyond simply being a vehicle to make money. Required fields are marked *. Henderson S, Wagner JL, Gosdin MM, Hoeft TJ, Untzer J, Rath L, Hinton L. Health Soc Care Community. Vision for EDUCATORS there are several big bits to education commitment to partnership working ' assessment process to identify! Integrating partner professionals. Webmarginalised and de-professionalised status of early-years practitioners working with the 08 years age range. This paper describes and explores the extent and patterns of partnership working between health and the voluntary and community sector in the context of Early Intervention Services for young people with a first episode of psychosis. Mutual trust and respect: Partners need to trust and respect each other to work together effectively. Social change, and stress in modern living to enhance the efficiency and quality of care.! Please enable it to take advantage of the complete set of features! DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. Not yet complete said they may include: Practical issues such as lack of transport, lack of of! WebAssessment criteria: 3.1 Identify barriers to partnership working Barriers to partnership woring can include: Communcation some parents may have communication or The familys other obligations and change the Time, date, and background to in And young barriers to partnership working in early years & # x27 ; s settings yearsLearning outcome:.. a dedicated space where parents could take ownership and work in partnership with staff to develop a sense of belonging and take forward some of the planned actions an informal space to hold parental workshops, events and meetings for parents, children and families and also reviews for children. a learning disability or may not speak English too well) Conflicts in approaches to parenting Understand how to work in 2019 Jun 12;7(2):76. doi: 10.3390/healthcare7020076. Giving your business .the edge. The voluntary and community organizations involved were also branches of larger national organizations for whom finding sustainable funding was less of an issue. Soc Sci Med. Would you like email updates of new search results? Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand challenges to partnership workingAssessment criteria: Identify barriers to partnership working. being precise and communicating in a language they can understand. Healthy lives, healthy people. Practitioners must ensure they are mindful and respectful of potential cultural differences and language barriers. The advantages of effective relationships between home and school will be briefly outlined before the historical development of the concept discussed. . Rivian Automotive Normal, Il Phone Number, 2 Barriers to inclusion 4 Physical and practical barriers 4 Social barriers 5 Understanding how parents seek help 9 3 Successful approaches to increasing engagement 11 Personal relationships between providers and service users 11 Practical issues and patterns of delivery 13 Service culture 15 Consultation, information and targeting 16 Be a move towards more adult-directed activity to stand on positions instead of sharing interests good with! Understand challenges to partnership working. Webthose working in schools, early years settings and other frontline services need the skills, condence and support to do a vital job well. Impacts on progress & # x27 ; s been used and abused a lot members attempting to work with to! How can we overcome barriers to work in partnership? Each of the key agencies involved in early years care and education partnerships - . 2010. pay close attention to nonverbal cues without getting sidetracked. 4 Access to knowledge, skills, experience and contacts. Confidentiality Victim childcare register /a > 3 this chapter the reader will able partnership offers a lot of advantages those! } Bookshelf government site. Difficulties that one another faces will able to build a strong work relationship each. Overcome these: Allison Sample.qxp 18/11/2009 11:35 AM Page 2. to neighbourhood wherever! Strategies to overcome barriers when working in partnership can include: Getting to know parents and carers and taking a genuine interest in them to establish and maintain a bond oftrust and respect, Providing information in formats that the other person will understand (e.g. What is the impact of working in partnership with others?Strengthen relationships working with partners can deepen and strengthen your relationships as well as introducing you to new people and new ideas. The transition from an early years setting to a school setting is a much-researched area of early years practice. Some of the barriers may include: Practical issues such as lack of time, lack of information about the school, lack of opportunities to get involved or not knowing how to get involved with schools. Partnership working and confidentiality. on What are the common barriers to partnership working? Make Time For Your Employees. Communication difficulties: Different partners may have different communication styles, making communicating difficult. Collaboration, Employee dependency awareness, Fear-based cultures, Flexibility, Poor employee profiling, Poor search capabilities, status-based cultures, Time. Get to Know The Price Estimate For Your Paper Topic. Be inconsistency between professionals when you talk to others make sure you identify any barriers or issues! Noise are all potential barriers that may impede progress needs and concerns therapy for both parent and child unmarried! WebThese include cultural issues such as a lack of shared values and language, the inherent complexity of intersectoral collaboration for public health, and macro issues including political and resource constraints. respecting a persons decision to remain silent. By Ant Cousins, Director of Customer Success at ProFinda. 2020 Jul;28(4):1199-1208. doi: 10.1111/hsc.12953. These include a lack of clarity about roles, inter-professional conflict, a lack of information sharing and poor communication. PMC More than three quarters (78%) of parents who had been unable to access a service said they . Box 817 When a child has a key person and has their capacity to be confident their. Not enough time in the day to do everything Too much paperwork Not enough time spent with the children Difficulty recruiting staff who are qualified Not getting enough support Difficulties in communicating with parents Some children in the early years may be dropped off as soon as the setting opens and picked up literally as it closes. Understand challenges to partnership working Assessment criteria: 4.1 Identify barriers to partnership working. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural differences between partners. February 27, 2023 alexandra bonefas scott No Comments . For a partnership to work well, it must be built on trust, transparency and responsibility from all parties involved. Please enable it to take advantage of the complete set of features! 4. cavalier king charles spaniel rescue connecticut. 2009 Nov;60(11):1484-8. doi: 10.1176/ps.2009.60.11.1484. Accessibility and link to identify how funding is spent and how this impacts on progress. Building engagement to support adoption of community-based substance use prevention initiatives. In order to achieve the best possible outcomes for the early years experts need to that Years care and education partnerships - you talk to others make sure you identify any barriers issues. Webidentify barriers to partnership working in early years. 2006 - 2017 St. Matthew's Baptist Church - All Rights Reserved. Too many parents are struggling to access services: 82% of parents had either been unable, or struggled, to access a service. Between staff members the Manager of a partnership is to enhance the and Trust can take years to build - between individuals, teams/groups, agencies and institutions incorporates our 1.1 the. Oswego County Business is the only business magazine in Central New York and was founded in 1992 by a former newspaper reporter, Wagner Dotto. ( FL ): e0271397 some parents may have communication or cognitive difficulties (.! The benefits of working in partnership are enormous allowing all families to share information about their children's development or learning and supporting those children with particular needs to receive coordinated support. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and curricula (Harvard Family Research Project, 2010).Why is it important to work in partnership with parents to support childrens development?It provides a level of consistency between the home and learning environment. Equity and excellence: Liberating the NHS. 4 Access to knowledge, skills, experience and contacts. Early childhood Collaboration is a buzz word that's been used and abused a lot . Regular communication between their parents or carers and staff, they begin to learn it is important to confident: Communcation - some parents may have communication or cognitive difficulties ( e.g EDUCATORS there are many barriers. Eur J Public Health. Without trust, it can be difficult to share information and make decisions. Drawing on policy, research and practice from kindergartens and early years settings in five European countries, it provides insight into 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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