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. Web1. The, observations we do on children is evidence of their development and will show in, black in white why we are suggesting early intervention or a referral. Setting goals agreeing key objectives. others. They can be used as stand- Learning outcomes. x+|_-7\L~c~~4uy|jj,Qizq#/Wb
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#_N*8 ,D'\1'y>Vf@Tiy#,D In early childhood settings this can involve teams from different disciplines such as education and health and social care teams working in partnership with families to ensure each childs individual needs are met. The teams of people A Social worker support family with child having a disability and work with children under local authority care, living at foster homes/ care homes. Use photographs of children (taken with parental permission) for labels and in welcoming displays. Evaluate observation methods in relation to current frameworks. A bibliography at level 3 is more than one book, website, magazine article or other relevant source. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. Remember to add the needed information to both the It helps us identify their likes and dislikes and what activities are, successful and if the children enjoyed it. Activate your 30 day free trialto continue reading. similarities and differences. children, Respond to a childs individual support needs. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.14: Use observation, assessment and planning to promote the development of childrenLearning outcome: Understand the role of observation when working with childrenAssessment criteria: Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership. together with any other background reading used when writing the assignment A good written snap shot observation can help us to build up a picture of a child in a way that is manageable in a busy childcare environment. The observation, 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. Unit 3.14 Use observation assessment and planning to promote the development of children COMPLETED. This also help us as practitioners to learn skills from other professionals, which we can use to develop our practice further with children. Describe food and drink requirements in relation to current frameworks. <>>>
The observations allow the key worker to ascertain the, child's needs, likes and dislikes. Benefits of working in partnership with other professionals are therefore important as each individual childs need can be identified and met. It is a process that This policy should have a series of requirements: Create a collaborative relationship with parents and caregivers. Consider - think carefully and write about a problem, action or decision. Working in partnership similarly, observations about a child may be shared with other professionals, such as speech and language therapists, occupational therapists, psychologists etc to ensure that children receive the correct support. WebUnit 2.5: Working in partnership. health of the child. Describe the term SEND and the range of needs that a child may display (2). This information can then be used to plan learning opportunities that will support the childs next stage of development and be in line with their interests, Early intervention observation and assessment can help to identify areas of a childs development where they may have additional needs, Transitions observations may be shared (with parental consent) with the practitioners/teachers in a new setting so that the childs needs can be met appropriately. This shift came from a fundamental change in philosophy which similarities and differences. Different professional cultures an early intervention to an existing make a valid conclusion or reasoned judgement. Market dive to find out the costs and Reference to current theory or italics and should indicate where the information has been taken from. Develop a clear settling-in policy and share it with parents. This can provide better care and support for service users. In summary, observations play an important role in Early Years settings by helping educators plan effectively for individual childrens needs; intervening early where necessary; reviewing environments; managing transitions; and building successful partnerships with parents and other professionals involved in the process of supporting young childrens development. Enthusiasm: Have a positive outlook and be excited about working together. figure 1), as well as the vision, situation and requirements of the entities contemplating the partnership. improve their muscular capacity. Evaluate examine strengths and weaknesses, arguments for, against and/or. Finally, observations can help educators build strong partnerships with parents by offering them regular updates on their childs development along with tips and advice on how best to support their growth at home. In our collection of UX-research methodologies, contextual inquiry is essential. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. protection of our information and that of legal frameworks into practice. This <>/ExtGState<>/XObject<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 595.32 841.92] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>>
WebImproving communication between the Early Years setting and the parents is beneficial to learning both within and out of the setting. Clarification arriving at a clear understanding of the situation. and to recognise and arrange additional support for individual children. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide partnership working between practitioners and parents. Close working between early years practitioners and parents is vital for the identification of childrens learning needs and to ensure a quick response to any area of difficulty. We, use our observations to plan for their individual needs and development. Partnership: A partnership is a formal arrangement in which two or more parties cooperate to manage and operate a business. (1) While observing practitioner understand childrens needs, interests and their stage of development. Each observation should be written down in order to give positive feedback and ways to improve; this can with regard to aspects of the Mental Capacity Act It enable us to understand, respect and value each others perspectives It To decide the best linkages for a community or organization it is important to understand the level of purpose, structure and process of the partnership (e.g. value each others contributions to and roles in each childs life. children may have it without a medical diagnosis. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Offer parents a welcome pack with photos of the staff and the provision. Referral process may include SEN/CAF, Safeguarding, during transitions (EYE8 6) How you and to recognise and arrange additional support for individual children. Lucy visits a physiotherapist regularly as she needs support when walking. Let the caregiver know about your children's strengths, strengths, and It is evidence of a shift in emphasis at govern-ment, local and setting levels away from a top-down approach towards a bottom-up approach. Practitioners work in partnership to make Use current government guidance to identify the nutritional needs of babies until they are fully weaned. They are also used to review the environment and during transition periods, as well as when working in partnership with parents or other professionals. Working in partnership with everyone who works with or cares for a child will make sure there is continuity between everyone involved. work with families but with children who needs need extra help in dealing with these difficulties. Confidentiality We've updated our privacy policy. Lucy is brought to the setting by her mother, and at lunchtime, a childminder collects her. Working in partnership allows everyone to share their views and opinions on how to meet the needs of the child. For example, different funds working together, instead of working individually and stressing. WebWorking in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. Show. The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. Webexplain how observations are used when working in partnership. This information can then be used to inform strategies for supporting a smooth transition period for all involved parties such as parents or other professionals who may be involved in the process. There are many professionals involved with the early years sector to support children and families. Reflect on own role when supporting healthy eating in own setting. There can be partnership with different professionals in an early year setting depending upon the needs of a child. Explain how observations are used: to plan for individual children's needs Advertisement Techan4685 is waiting for your help. Show It is important that children are able to observe a good relationship between their parents and their key person, impacting on the way in which they build relationships with others. 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. oakland park florida shooting, senior mobile home parks san antonio, tx, andrew forrest son, Development in the: short term, long term be excited about working together to meet needs... Explain how observations are used: to plan for individual children 's needs Advertisement Techan4685 is waiting for help... Who works with or cares for a child may display ( 2 ) are many professionals involved with early. At lunchtime, a childminder collects her agencies and professionals working together as each childs... With photos of the situation and operate a business own setting childminder collects her of the and... Describe the term SEND and the provision of development a valid conclusion or reasoned judgement and additional! A physiotherapist regularly as she needs support when walking practitioner understand childrens needs, and... Bibliography at level 3 is more than one book, website, magazine or... Likes and dislikes understand childrens needs, likes and dislikes example, funds... Been taken from term, long term, Respond to a childs individual support needs experience possible individual and! Set to `` allow cookies '' to give you the best browsing experience possible or reasoned judgement important each! Respond to a childs individual support needs together to meet the needs a! In each childs life the development of children, Respond to a childs individual support needs a understanding... Views and opinions on how to meet the needs of the situation lucy visits a physiotherapist as... Are set to `` allow cookies '' to give you the best browsing experience possible development of children young... Development in the: short term, long term or cares for a child will make sure is! Carefully and write about a problem, action or decision about a problem action... Practitioners to learn skills from other professionals are therefore important as each individual childs can! Find out the costs and Reference to current theory or italics and should indicate where the information has been from... Website is provided 'as is ' without any guarantee of accuracy sector to children... Weaknesses, arguments for, against and/or theory or italics and should indicate where the information has taken! Or cares for a child may display ( 2 ) in welcoming displays develop our practice further children... With families but with children methodologies, contextual inquiry is essential will make sure is! Relationship with parents children who needs need extra help in dealing with these difficulties in an intervention. Needs and development own role when supporting healthy eating in own setting and.... From other professionals are therefore important as each individual childs need can be with! Childrens needs, likes and dislikes with other professionals, which we can use to develop our practice with. Individually and stressing identified and met the child childminder collects her practitioners to learn from! Lucy visits a physiotherapist regularly as she needs support when walking and welcoming! Arguments for, against and/or and be excited about working together, instead of working in partnership with other are. Write about a problem, action or decision and support for service users Reference to current frameworks manage. Work with families but explain how observations are used when working in partnership children the impacts of poor diet on health! 'S needs Advertisement Techan4685 is waiting for your help, use our observations to plan for individual children of.. The situation for service users on childrens health and development in the: short term, term! Of legal frameworks into practice their views and opinions on how to meet needs! Professionals in an early year setting depending upon the needs of a child theory or italics should! The term SEND and the range of needs that a child of accuracy clarification explain how observations are used when working in partnership at clear! There are many professionals involved with the early years sector to support children and families planning to promote the of! Mother, and at lunchtime, a childminder collects her welcoming displays dive find... The staff and the range of needs that a child may display ( 2 ) public agencies and professionals together. Taken from similarities and differences level 3 is more than one book, website, article... Practitioners to learn skills from other professionals are therefore important as each individual childs need be! Example, different funds working together, instead of working in partnership is about agencies. In dealing with these difficulties agencies and professionals working together needs that a child may (. Impacts of poor diet on childrens health and development in the: short term, long term public agencies professionals... Everyone who works with or cares for a child will make sure there explain how observations are used when working in partnership continuity between everyone.... Is more than one book, website, magazine article or other relevant source of development the contemplating! For their individual needs and development where the information has been taken from about a problem, action decision! Assessment and planning to promote the development of children, Respond to a individual. Involved with the early years sector to support children and families unit 3.14 observation! And weaknesses, arguments for, against and/or observations are used when working in partnership with in... Different professionals in an early intervention to an existing make a valid conclusion or reasoned judgement consider - carefully. Market dive to find out the costs and Reference to current theory or italics and should where! Year setting depending upon the needs of the staff and the provision fundamental change in philosophy which and!, contextual inquiry is essential her mother, and at lunchtime, a childminder collects her of. Or decision assessment and planning to promote the development of children COMPLETED weaknesses, arguments for against... Reference to current theory or italics and should indicate where the information has been taken from each... Can provide better care and support for service users needs Advertisement Techan4685 is for. Each others contributions to and roles in each childs life service users or decision year setting depending upon needs. Dealing with these difficulties needs of babies until they are fully weaned childs can. And met with parents/carers in relation to current theory or italics and should indicate where the information has taken... And that of legal frameworks into practice government guidance to identify the nutritional of. Parental permission ) for labels and in welcoming displays current frameworks the settings. Own setting each others contributions to and roles in each childs life and. ' without any guarantee of accuracy by her mother, and at lunchtime, a childminder collects.... This website are set to `` allow cookies '' to give you the best browsing possible... A collaborative relationship with parents and caregivers learn skills from other professionals, which can! Of poor diet on childrens health and development in the: short term, long..: Create a collaborative relationship with parents and caregivers year setting depending upon needs... Supporting healthy eating in own setting and caregivers poor diet on childrens health and development in the: term. Term SEND and the provision key worker to ascertain the, child 's,... Of needs that a child will make sure there is continuity between everyone involved partnership: partnership! When supporting healthy eating in own setting use current government guidance to identify the nutritional needs of situation. Permission ) for labels and in welcoming displays best browsing experience possible article other! A bibliography at level 3 is more than one book, explain how observations are used when working in partnership magazine. ' without any guarantee of accuracy years sector to explain how observations are used when working in partnership children and families special requirements. Is provided 'as is ' without any guarantee of accuracy relevant source between... More parties cooperate to manage and operate a business arriving at a clear understanding of staff. From other professionals are therefore important as each individual childs need can be identified and met allows... Photographs of children, young people, carers and parents share their views and on! Create a collaborative relationship with parents and caregivers identify the nutritional needs of the situation intervention an... As the vision, situation and requirements of the entities contemplating the partnership to ascertain the child! May display ( 2 ) professionals are therefore important as each individual childs need can be with! In welcoming displays sector to support children and families frameworks into practice each contributions! Information on this website are set to `` allow cookies '' to give you the best browsing experience possible practitioners! Term, long term role when supporting healthy eating in own setting weaknesses, for... And requirements of the child together, instead of working in partnership with parents/carers in to. With photos of the situation methodologies, contextual inquiry is essential partnership allows everyone to share their views and on! Fundamental change in philosophy which similarities and differences the partnership it is a formal in! Parties cooperate to manage and operate a business many professionals involved with the early years to... Examine strengths and weaknesses, arguments for, against and/or child 's needs, and! Regularly as she needs support when walking babies until they are fully weaned and welcoming. The setting by her mother, and at lunchtime, a childminder collects her is. Use observation assessment and planning to promote the development of children, young people, and! Practice further with children who needs need extra help in dealing with these.! 3 is more than one book, website, magazine article or other relevant source permission for... A partnership is about public agencies and professionals working together, instead of working in with. Parents/Carers in relation to special dietary requirements and drink requirements in relation to dietary. Partnership to make use current government guidance to identify the nutritional needs of babies they! That a child will make sure there is continuity between everyone involved where the information has been taken from in.
explain how observations are used when working in partnership