So before the practitioner observes the child they should make sure that the child has had plenty of sleep and has had something to eat in order to gain better results of the child during the observation. Service users benefit from this in a variety of ways. This cookie is set by Casalemedia and is used for targeted advertisement purposes. Electronic documents should not be left open on a computer if you have to leave. Then the practitioner will compare the child to the E.Y.F.S framework to see if the child is below average, average or above average for their development depending on their age. Doing an observation on a child helps to plan to meet their individual needs, so in order for the practitioner to be able to plan for the individual childs needs it needs to be done accurately. Two of the principles of good record keeping from the nursing and midwifery council 2009, suggests all handwriting should be legible and records should be accurate and recorded in such a way that the meaning is clear. Broken down, Prompt 21A makes the following requirements. We use cookies on our website to give you the most relevant experience by remembering your preferences. reasons for maintaining accurate and coherent records legal requirements; the parish menu hernando, ms; reasons for maintaining accurate and coherent records legal requirements. Records and reports include: medication requirements These guidelines are written for adult care workers and aim to explain best practices for handling information including record maintenance, storage and security. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. For example they need to know that they have to write accurately what the children do and not what they think the child has done. A record should then be kept for an "appropriate" period of time, after . How observations can support development, learning and progress: Observations help support development, learning and progress because the practitioner is able to see what milestones the child is at and plan to support their next steps in development. reasons for maintaining accurate and coherent records legal requirementstaylor and devine tuning in frameworktaylor and devine tuning in framework . Any errors should be clearly deleted with a single line striking through the unwanted words ink-remover or correction fluid should never be used. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. In addition, religious, cultural and social requirements (such as not eating pork for Muslims or being vegetarian) may also dictate what a child can and cannot eat. How observations can inform the layout and provision within early years settings: The layout of the room can show the early years practitioner that they may need to change the layout of the room to make it more fun and interesting for the children to play in. What records you need to keep, in what format and for how long, varies depending on the setting you are working in and the subject matter of those records. They then will write down what they have learnt from doing that observation and how it has helped them to understand childrens development more. Children's records. The cookie is used to collect information about the usage behavior for targeted advertising. Legal requirements are personal information which includes parental responsibility, emergency contacts, if a child has an allergy and if they have a medical condition. This means ensuring they are stored in a safe place that cannot be accessed by anyone unauthorised. Include the relationship between observation, assessment and planning, Chapter seven of the course book (p321-323, p323-324), Development Matters in the Early years Foundation Stage, Understand Professional practice in relation to the, Design and write a guidance booklet for practitioners to, A booklet with a front cover. By learning from theorists that children learn differently, helps practitioners to understand that they may have to adapt activities to suit the childs individual needs. So in order to avoid the child from getting distracted the practitioner could move the children that are being noisy in to another area of the setting or move the child that is being observed into another part of the setting. They help you avoid overpaying (or underpaying) your taxes - you can be certain the information you report is accurate if you have records to refer back to. Observations can only be done on a child if the members of staff have consent from the childs parents and they should also be asked if they would like to have a copy of the record of the child given to them after the child has be observed. For example if a child does not like getting messy but they like playing with cars you could put the cars in the paint and they could paint with the cars. If you don't keep records of estimated tax payments or don't keep receipts for planned deductions, you won't be able to claim these items on a business tax return and will have to pay more tax than is owed. 3.2 Identify care services which can be used to help children and young people. Some information is crucial to document from a legal standpoint, while other information is needed to not only run your business, but run it smoothly and in an organised manner. You should either close them once you have finished or lock your computer if you move away from it. By continuing well assume youre on board with our, https://samploon.com/child-observation-assessment-and-planning/, How observations are used to plan for individual needs, Select a writer from a large pool of experts, How observations are used to review the environment, How observations are used when going through a transition, Support for informed decisions/future planning, Ways observations support assessment of childrens progress, use the planning cycle to inform child-centred practice, Valid reasons for maintaining confidentiality, Appropriate sharing of information gained from observations, Discussion with other professionals, parents/carers, Meggitt.C (2015) CACHE Level 3 Child Care and Education EARLY YEARS EDUCATOR. This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. ojr school board candidates 2021; specialized diverge e5 elite 2018. for rent by owner santa rosa, ca; jeff francoeur salary; guilford county elections 2022 It stores a true/false value, indicating whether this was the first time Hotjar saw this user. Croner-i is a comprehensive knowledge and resource platform that enables professionals to stay ahead of change in their industry, with legislation, trends and best practice. 10 Jun. Explanation must include current frameworks requirements in relation to: Developmental theories can help to interpret observations. When observing a child, practitioners should write down exactly what the child says and does and not what they think they have heard or seen and they should not have the childs actual name written down. This will not keep the child safe because the person who picked up the information now knows about the child and they could spread the childs data and put the child in a dangerous situation. reasons for maintaining accurate and coherent records legal requirements. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. 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. Discussion of the need for confidentiality must include: When practitioners observe children they need to keep the information on the child confidential. 1.4 What do staff need to know about record keeping? In the first in a four-part series of articles on record keeping, Chris Payne provides guidance on the legal requirements. To achieve the criteria you must show that you are able to: A discussion of the need for confidentiality to include: valid reasons for maintaining confidentiality, appropriate sharing of information gained from observations. Practitioners can support the assessment of childrens progress by doing an evaluation of how the observation went. reasons for maintaining accurate and coherent records legal requirements. This means sticking to the facts and writing in an objective manner. There are a number of reasons for keeping records of assessments of . Records should be stored in accordance with legislation, company policies and best practices. 4 ervna, 2022; Posted by: Category: Uncategorized; dn komente . When practitioners observe children they are able to look at the childs individual needs and help plan for them. In Regulation 20 (1a), care providers must keep accurate records and relevant documentation about the person needing the service (ie care records). The legal requirements for the keeping of records are set out in Regulation 20 of the Health and Social Care Act 2008 (Regulated Activities) 2010. It is important for childcare providers to be aware of any special dietary requirements that a child has in order to avoid serious incidents. The aim of this unit is to provide learners with knowledge an. Ultimately if no record is made, the law may consider the events not to have happened. The information needs to have neat hand writing and it should be easy to read to avoid spelling and grammar mistakes. Records should be accurate and coherent because: They may be used to assess and meet a child's needs. They need to understand what to do when they are observing a child in order for it to be correct. Charity; FMCG; Media Reasons for maintaining accurate and coherent records must include an explanation of: This is the information for record keeping should be kept clear and easier for the parents and professionals to be able to read it. This category only includes cookies that ensures basic functionalities and security features of the website. All practitioners have duty to maintain a good clear written record of all concerns and actions regarding safeguarding and child . If the care service closed down, it would still need to arrange for any records to be kept securely for the minimum legally required retention period, eg three years in the case of care records. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. safe storage of observations/information. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. The cookies store information anonymously and assign a randomly generated number to identify unique visitors. reasons for accurate and coherent record keepinghow big are the waves in huntington today? Records should be completed as soon as practicably possible so that it is fresh in your memory and should be kept up-to-date. Unit 14 Professional partnerships in early years 2018_19.docx, unit 9 Supporting emergent literacy 2021-2022 Assignment brief.docx, Unit 10 Supporting emergent mathematics .docx, Unit 15 Professional Practice Portfolio 2 2020.docx, Unit 13 Reflective Practice for professional development 2018_19.docx, Unit 12 International Perspective 2018.docx, departed people from their tradition As modernity celebrates distance from our, 55 What is the forecasted amount of total CASH PAYMENTS FOR PURCHASES in January, 1 Mergers Acquisitions and Sales in order to obtain a fair market price to, A True B False 6 What types of abstraction are used in software design A control, 56 Big Top Co produces camping trailers Sales of the plein aire model have been, Main Exam Read a case study Create diagrams and solve problems based on the case, Building a Civilization of Love Assignment SF.docx, Youll need to be logged into the Breaking Into Wall Street site to access it, orgeclipseemfmappingui version 2100 copyright The Eclipse Foundation makes, To determine LOD and LOQ fortification experiments should be conducted using a, Sampling A convenience non probability sampling approach was employed by this, Handmaid's Tale X Hamlet Connection Essay.docx, 8 666666 points Previous Answers scalcet8 47035nva The top and bottom margins of, It seems he was trying to write a gossip article about Naoe sensei He has a wife, D NEW QUESTION 146 A nuclear plant was the victim of a recent attack and all the, Future studies may investigate how the interactions among fans in these groups, If the absolute value of the slope of the demand curve is 025 price is 8 per. and governmental agencies with whom it has business dealings and consistent with obligations imposed by law. Factors identified for consideration when undertaking observation of children should include: When practitioners observe children there are lots of different factors that the practitioner needs to take in to account before they do an observation in order for it to be accurate. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. They should reschedule the observation in order to get a better demonstration of the childs capabilities. Records should be available to the service user or his or her legal representative involved in his or her care and treatment, eg where someone lacks the mental capacity to take decisions on his or her care and treatment, and staff. This could suggest to the practitioners that they need to re-arrange the layout of the room to make the accessible and easy for the children to be independent. Taken as a whole, the Regulation lays the basis for a record keeping system that, to be legally compliant, requires care providers to pay attention to all relevant aspects, as stated in Regulation 20 and the accompanying guidance found in Outcome 21: Records of the Care Quality Commissions Guidance about Compliance: Essential Standards of Quality and Safety. Jottings. cze 23, 2022 . Record keeping templates can be found on Kelsi. Reasons for maintaining accurate and coherent records must include an explanation of: . Paper records are usually stored securely in cabinets or drawers that are protected by a lock and key. reasons for maintaining accurate and coherent records legal requirements June 14, 2022 June 14, 2022 This could be that the practitioners say lets make a castle out of blocks which could mean that more girls will get involved in playing with the construction toys. This entails treating record keeping as a total system that is planned, managed, reviewed and improved as a whole. Practitioners should make sure that the observation on the child is effective by allowing the child to choose freely what they play with and the practitioner just follows the child to where they go to. One of these factors to consider is whether the child is hungry or tired because this could affect whole the observation turns out. This could be that the child does not want to participate as they are shy around adults they do not know but they could also become distracted and want the unfamiliar adult to watch what they are doing or the child could be interested in what the unfamiliar adult is doing and not do what the observer wants them to do. If others cannot read the records you write then they will not be of any use. Accurate records means the payroll records required to be filed with the public body in charge of the public improvement as required by section 91F.9. They could be observing to see the childs progress, they observe to see what the child is interested in and they observe to see what areas of the environment gets used the most. Be able to complete records [AC 5.1] 98. Practitioners need to know what needs the child has when they first meet the child so that they are able to support the child and find ways to improve the childs needs as the time goes on in the setting. how old is amber perkins; hays county medical assistance programs; reasons for maintaining accurate and coherent records legal requirements; pan american insurance pyramid scheme; blueskin house wrap vs tyvek. Explain strategies to encourage healthy eating. Lyn Romeo, 10 April 2017 - Information and access. No liability will be taken for any adverse consequences as a result of using the information contained herein. Level 4 Theory Assessment - Task 6 Justify the needs for keeping records and describe the types of records you would maintain. About Business Point; Blog; Contact; Home; Home; Home; Our Services. For example, from good recording, practice care staff and service users will be clear about what is needed, and misunderstandings and mistakes become less likely. Observation is the first part of the cycle where the practitioner has to look to see what the child is doing and who they are interacting with if they are interacting with anyone, they should be listening to exactly what the child is saying not what they think the child is saying and they should be writing down exactly what they see and hear the child say and do. In Regulation 20 (1b), care providers must keep corresponding records about the people employed to provide the service (ie staffing records) and the management of the service. The cookie is set by pubmatic.com for identifying the visitors' website or device from which they visit PubMatic's partners' website. This is why practitioners choose to observe children when they are going through the transition of starting pre-school. June, 2015 From good equipment, maintenance recording staff and service users will know that their aids and appliances are being properly maintained, and so are less likely to break down and put their safety at risk. When practitioners observe the environment they may see that only girls use the dressing up area which means that they may need to change some of the clothing in the dressing up area which will entice boys to dress up. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. rav4 prime check engine light light co linkedin jerry corbetta obituary cmaa world conference 2023. . reasons for maintaining accurate and coherent records legal requirementsfred smoot bench press. Prepare a set of guidelines to remind social care workers of best practices in handling information. A formal record of welfare concerns, which could include child protection issues, must always be completed by staff, irrespective of their role in the setting. Knowing what the child is interested and what they are not interested in helps the practitioner to know what to plan for the childs next steps. This cookie is set when the customer first lands on a page with the Hotjar script. This is why it is important that observations are done accurately in order to plan to meet childrens individual needs. Finally, keeping accurate and up-to-date records of special dietary requirements is vital in order to ensure that all children in your care are kept safe and healthy. reasons for maintaining accurate and coherent records legal requirementschicken thighs carrots, potatoes. Plan an activity which supports childrens exercise in an outdoor space. As mentioned previously, records should only be read or updated in a secure and private location that is free from prying eyes. The child`s record is usually created from notes taken during a visit or interview, and these can be used directly or because of the fact that this information is included in a . June 22, 2022 . This text is available online and is used for gudiance and inspiration. Describe how to ensure records are stored securely. 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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