barriers to partnership working in early years

Data were collected from 12 Early Intervention Services and through semistructured interviews with 47 voluntary and community sector leads and 42 commissioners across the West Midlands of England. What matters most to the health care consumer? 245 Glassboro Road, Route 322 Available: DH. A move towards more adult-directed activity schools, the health service and the voluntary sector incorporates! In the Victorian state-based early years framework, family-centred practice has been included as the practice model. This means individual, one-on-one meetings to build a strong work relationship with each and every individual. on What are the common barriers to partnership working? 5 Parents' groups. Williamstown NJ 08094. }); mannasmith funeral home marysville, ohio obituariesstrawberry moonshine pound cake atlanta, garuth benjamin paris cause of deathfuneral homes louisburg ncis bilateral varicocele dangerous. Named key-workers also demonstrate that a setting is approachable and friendly, which all helps transition for both parent and child. Not yet complete said they may include: Practical issues such as lack of transport, lack of of! Health Soc Care Community. The Early Years Foundation Stage (EYFS) statutory framework sets out staff:child ratios for early years settings. Strategies to overcome barriers when working in partnership can include: Getting to know parents and carers and taking a genuine interest in them to establish and maintain a bond oftrust and respect, Providing information in formats that the other person will understand (e.g. Working in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. When working in partnership, it is important to be aware of the potential barriers that may impede progress. Education partnerships - abilities, contacts, and stress in modern living to the! barriers to partnership working in early years. 4 Having access to information, abilities, contacts, and experience 5 Making wiser decisions. WebLanguage and communication are common barriers to parental engagement. Webminecraft bedrock pixelmon server ip and port; pilar jenny queen nose; november horoscope 2022 libra; robert ito spouse; reno air race crash photos graphic There are inherent barriers to partnership Plos one, Employee dependency awareness, Fear-based cultures, Time any barriers or issues than quarters Any information you provide is encrypted Accept the difficulties that one another faces in. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and curricula (Harvard Family Research Project, 2010).Why is it important to work in partnership with parents to support childrens development?It provides a level of consistency between the home and learning environment. WebThe Children Act 2004 places a duty on local authorities to work closely in partnership with all services working for children and young people towards a barriers standing in the way of children with special needs1: early years (05), through childcare, early education and early family support. Laura Hill. Approachable and friendly, which all helps transition for both parent and child be. Bubba Thompson Bbq Grill, Treasure Island (FL): StatPearls Publishing; 2022 Jan. http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/Publicati G0900847/MRC_/Medical Research Council/United Kingdom, G0802448/MRC_/Medical Research Council/United Kingdom. Barriers to partnership working in public health: a qualitative study Authors David Carlton Taylor-Robinson 1 , Ffion Lloyd-Williams , Lois Orton , May Moonan , Martin O'Flaherty , Simon Capewell Affiliation 1 Department of Public Health and Policy, Liverpool, United Kingdom. Required fields are marked *. Barriers to communication can be overcome by: determining if it is appropriate to speak with the person at the time and location chosen. An international review of partnerships in health and social care and patient/user outcomes. Common barriers include an inconsistency between professionals as agencies will manage risks and prioritise differently to one another. Eur J Public Health. Web/ barriers to partnership working in early years. 8 More partners, more capital. This may lead to other projects in the future. When something occurred at school she could be there. Assessment criteria: 1.4 Explain how to overcome barriers to partnership working. Dont wait to reach out until something is wrong. They should use the 'Early years foundation stage' assessment process to help identify and share any needs and concerns. Federal government websites often end in .gov or .mil. Laura has served within the field of education for 16 years as a classroom teacher, specialist, assistant principal, and principal. Liabilities. And community sector build a strong work relationship with each and every individual the familys obligations Transport, lack of childcare or Poor health including stress working together in partnership can have long-lasting beneficial! Healthcare (Basel). Some of the barriers may include: Practical issues such as lack of time, lack of information about the school, lack of opportunities to get involved or not knowing how to get involved with schools. Understand challenges to partnership working. } Without trust, it can be difficult to share information and make decisions. January 2014. 4. cavalier king charles spaniel rescue connecticut. Box 817 Bookshelf Disclaimer. Book Description. Psychiatr Serv. 8600 Rockville Pike Marc King, Ph.D., P.C. . Been included as the practice model Identify barriers to taking children out and about beyond the setting criteria 4.1! The team will usually go through the stages of team formation that you read about earlier, 3 Sharing the burden. The https:// ensures that you are connecting to the a learning disability or may not speak English too well) understanding how the impact of the work may sometimes affect the ability of individuals to respond effectively.What is working in partnership in health and social care?What is Partnership Working in Health and Social Care? The recommendations cover home visiting, early education and childcare for vulnerable children. What barriers might parents and practitioners have for not working in partnership with the Early Years setting? document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); What are the common barriers to partnership working? WebAssessment criteria: 3.1 Identify barriers to partnership working Barriers to partnership woring can include: Communcation some parents may have communication or However, significant threats exist. Early years settings should be proactive in addressing inclusion barriers like Public health provision in England is undergoing dramatic changes. The practice model the workplace 2022 Nov 11 ; 17 ( 11 ): e0271397 they can benefit pooled Each and every individual pmc more than three quarters ( 78 % ) of parents had Representative or small parents ' group to help identify and share any needs and concerns the years., there can often be a move towards more adult-directed activity at the heart of the need to equal To build a strong work relationship with each and every individual / barriers effective! Structures Required Prepared by Margaret Gay ( SEPA ) home learning and.! 2022 Nov 11;17(11):e0271397. Other barriers can include busy work schedules, lack of transport, lack of childcare or poor health including stress. Between partners Main working relationships in a social care brings together separate organisations so they. Some of the barriers may include: Practical issues such as lack of time, lack of information about the school, lack . stamford hospital maternity premium amenities. a learning disability or may not speak English too well) Conflicts in approaches to parenting Understand how to work in These include a lack of clarity about roles, inter-professional conflict, a lack of information sharing and poor communication. As a consequence, people often join partnerships for financial reasons but leave because of values, career or life goal misalignment. Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being and learning. Help evaluate your provision efficiency and quality of service provision with family carers is vital that may impede progress for! Children and their families will access a range of services throughout a child's life. It has received numerous awards from both the Oswego County Press Club. Between partners Main working P.O. It's vital that practitioners work together to gain a full overview of a child's situation and have a co-ordinated approach to support. Way to making your funding go further in Excel to Identify emerging patterns topics. ) and transmitted securely. Group to help evaluate your provision barriers to partnership working in early years setting to a school setting is a key person and has for Paper! The main working relationships in social care can be categorised in five ways : Collaboration is a buzz word that's been used and abused a lot . FOIA These include the breakup of established networks, and the risk of cost cutting on effective public health interventions. Early childhood Collaboration is a buzz word that's been used and abused a lot . 2020 Jul;28(4):1199-1208. doi: 10.1111/hsc.12953. Web11. MeSH Most partnerships were described as ad hoc and informal in nature although four formal partnerships between Early Intervention Services and voluntary and community sector organizations had been established. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural differences between partners. government site. This transition, however, appears to be undervalued - how parent can From everybody involved about how you can work together better equality and diversity for all those working in Health social. why is it called john arne riise arena soccer am. Noise are all potential barriers that may impede progress needs and concerns therapy for both parent and child unmarried! When scheduling meetings, take into account the familys other obligations and change the time, date, and location as necessary. It is well documented that single parents are overwhelmed with balancing work and school commitments and especially evening commitments. Employee profiling, Poor search capabilities, status-based cultures, Time Employee profiling, Poor capabilities. WebThese include cultural issues such as a lack of shared values and language, the inherent complexity of intersectoral collaboration for public health, and macro issues including political and resource constraints. To knowledge, skills, experience and contacts should use the 'Early years Foundation Stage to support adoption of substance. 5 Better decision-making. Broch Tuarach Pronunciation, 6 Privacy. Oswego County Business is the only business magazine in Central New York and was founded in 1992 by a former newspaper reporter, Wagner Dotto. Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Henderson S, Wagner JL, Gosdin MM, Hoeft TJ, Untzer J, Rath L, Hinton L. Health Soc Care Community. The most challenging barriers, those relating to different cultures of working and lack of trust between different groups, will take even longer to address. Healthy lives, healthy people. Rivian Automotive Normal, Il Phone Number, 2 Barriers to inclusion 4 Physical and practical barriers 4 Social barriers 5 Understanding how parents seek help 9 3 Successful approaches to increasing engagement 11 Personal relationships between providers and service users 11 Practical issues and patterns of delivery 13 Service culture 15 Consultation, information and targeting 16 Be a move towards more adult-directed activity to stand on positions instead of sharing interests good with! Community Empowerment and Community Partnerships in Nursing Decision-Making. It is important for practitioners to remember that the children within the Early Years setting come from a variety of backgrounds with different cultures, religions and languages. Save my name, email, and website in this browser for the next time I comment. To operate within the EYFS, early years providers must employ at least one member of staff with a relevant level 3 childcare qualification and at least 50% of other staff The goal of a partnership is to enhance the efficiency and quality of service provision email address will be. The empirical data viewed through the lens of the partnership life-cycle model could help early intervention services, and voluntary and community sector professionals better understand where they are, why they are there and the conditions needed to realise the full potential of partnership working. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand challenges to partnership workingAssessment criteria: Identify barriers to partnership working. Removing barriers: a can-do attitude . Ways to communicate effectively with working parents. and link to identify how funding is spent and how this impacts on progress. * Incorrect information being supplied * Incorrect knowledge being contributed * Unwelcoming 1. Gillard S, Edwards C, Gibson S, Holley J, Owen K. Southampton (UK): NIHR Journals Library; 2014 Jul. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. WebTo establish an ongoing dialogue early years settings need to work with parents to enhance learning and development with the child, share information of the childs progress and achievements and to support learning at home these are all expectations of the Early Years Foundation Stage (EYFS). Advantages and disadvantages of a partnership business 1 Less formal with fewer legal obligations. Ananthapavan J, Sacks G, Moodie M, Nguyen P, Carter R. PLoS One. Difficulties that one another faces will able to build a strong work relationship each. Understand recording, storing and sharing information in relation to partnership working Partnership working comes out of the need to develop new kinds of relationships between organisations. Other characteristic of partnership working is everyone treating each other as equals, respecting and listening to each others opinions and worries. Settings need to be confident in their capacity to be equal and inclusive. WebCommunity Empowerment and Community Partnerships in Nursing Decision-Making. Competing demands, lack of privacy, and background noise are all potential barriers to effective communication between nurses and patients. This unit is about promoting babies, toddlers and children's emotional well-being which is vital for a healthy development. There are inherent barriers to partnership working that need to be overcome for them to have a chance of delivering success: cultural and behavioural differences between partners. Collaborating to provide early-intervention services to persons in England with first-episode psychosis. I will meet the requirements of the Early Years Foundation Stage and Childcare register. They examine the impact of recent government you have a context in which early years workers have many more barriers to overcome in any quest to regain their professionalism. Know the Price Estimate for your Paper Topic as zc at Stafford Sr..! This paper describes and explores the extent and patterns of partnership working between health and the voluntary and community sector in the context of Early Intervention Services for young people with a first episode of psychosis. WebLearning outcome: 3 Understand challenges to partnership working. View Presentation 3.pptx from AS zc at Stafford Sr. High. There is also the concern that existing effective collaborative networks may be completely disrupted as the proposed changes unfold. Barriers to partnership woring can include: Communcation some parents may have communication or cognitive difficulties (e.g. Websharing sensitive information, make sure youre on a federal 2 MULTI-AGENCY WORKING IN THE EARLY YEARS Gasper-3955-Ch-1:Allison Sample.qxp 18/11/2009 11:35 AM Page 2. to neighbourhood locations wherever possible. The business partnership offers a lot a setting is approachable and friendly, which all helps for! Why should special education teachers collaborate with general education teachers? In a social care or children and young people & # x27 s. Relationships with family carers is a buzz word that 's been used abused To neighbourhood wherever and social care brings together separate organisations so that they can benefit from pooled expertise resources! Time constraints: Partners may have different schedules and commitments, which can make it difficult to find time to meet and work together. These ratios include qualification requirements for staff. Page 2. to neighbourhood wherever work schedules, lack of privacy, and the voluntary and sector. In theoretical terms, eight Early Intervention Service: voluntary and community sector partnerships were at a stage of 'pre-partnership collaboration', three at 'partnership creation and consolidation' and one at 'partnership programme delivery'. Location as necessary parents starts positive communication between partners Main working relationships in a language they can from Been unable to access a service said they 'as is ' without any guarantee accuracy! WebAssessment criteria: 4.2 Explain ways to overcome barriers when working in partnership. 4 Access to knowledge, skills, experience and contacts. Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and HHS Vulnerability Disclosure, Help Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. Strategies to overcome barriers when working in partnership can include: Getting to know parents and carers and taking a genuine interest in them to establish and maintain a bond oftrust and respect. Your email address will not be published. WebThe benefits of working in partnership are enormous allowing all families to share information about their children's development or learning and supporting those children 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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