Moving up in school parent/carer, key worker, new class staff discuss targets, development, likes and dislikes. To inform parents about their childs development against the ELGs and the characteristics of their learning. Describe partnership working in relation to current frameworks Qualification: Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: 1. When working with other agencies to provide the best possible care for children, it is important to adhere to the Early Years Foundation Stage (EYFS) framework. %PDF-1.6 % It is a process that involves sharing information and skills and building relationships based on mutual respect and trust. describe partnership working in relation to current frameworks eyfs. Early Years Framework report part 1 (602 kB) Early Years Framework report part 2 (449 kB) (Scottish Government, 2008) Categories: Other Resource types: Report Topics: early years. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Observation also provides opportunities to gauge childrens needs and so more accurately plan next steps in their learning. Plan an activity which supports childrens exercise in an outdoor space. Provided further clarity on the definition of 'reasonable endeavours'. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. CACHE Level 3 Early Years Educator Hodder & Stoughton Limited Summary: plenary activities 1. 3.3 Identify professionals which can be used to help children and young people. necesidad de respirar profundo a cada rato; wyndham hotels in norway; 7 days to vegas real characters; does whole foods sell spam; . describe partnership working in relation to current frameworks eyfs. The Early years Foundation Stage (EYFS) was developed on a basis of the research around child initiated play and adult supportive strategies that we are so familiar with. The note-taker should be reassured that their notes will not be looked at. @E?#bp}$$}p_eLJ?MJH6.a*$W.MKO8u5X>h`t@ Protocols should be written up to guide how and when this will happen. The note-taker should move away while this is happening. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks. Today, partnership working is an important part of the Early Years frameworks. Additionally, by sharing resources between partner organisations, childcare providers can also reduce costs which helps them keep prices low for parents who are looking for affordable childcare options. Learners should consider whether meetings are held at convenient times to suit all involved. Reflect on own role when supporting healthy eating in own setting. However, following the decision to abandon on-entry assessment ofchildren enteringreception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. We've updated our privacy policy. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. 3.2 Identify care services which can be used to help children and young people. These can be intentional or accidental, formal or informal, structured or loose. This framework sets out the standards that all early years providers must meet to ensure that children are given the best possible start in life. Amended 'Early years foundation stage: coronavirus disapplications' to remove reference to the original transition period and the PFA certification extensions, both which ended on 25 November 2020. 2. Framework for the person with supports in achieving the best outcomes for children Observation, Assessment and Planning in Early Years. Understand the principles of partnership working in relation to current frameworks when working with children Open two-way communication is vital to make sure that knowledge and expertise is shared between partners. Describe food and drink requirements in relation to current frameworks. However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. Creating the framework for partnership working Easy and simple ways to support children's Mathematical development in Nursery For some practitioner's planning mathematical activities can have it challenges. There are numerous benefits to partnership working within the Early Years frameworks. Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama. In the case of Early Years frameworks, this could be ensuring that all children are given access to good quality education and care. DV"qnL[0vj">?_, &BC(_.sBI=X/^]ZzX LI`K>B,Pr2OX@tcMkt*7slgZ*yj@&$Z4V $s:@B^s]TcoFidX{?B1## 4bq [&Uwo7sL:XNI*5UKZ_L^5QA]; Rn3 Equally, EYP realise that personal attributes are also . Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. For everything that matters in early years. To support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and Key Stage 1 teachers. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor."1 While this working definition is not very precise, it does help distinguish partnerships from other forms of aid relationships. Byars-Winston and Fouad described NAME; ADINA TOMA Own practice as part of being an effective practitioner legislation this policy is on! Partnerships allow different organisations to develop trust and understanding with each other which can help break down cultural barriers between parents from different backgrounds or cultures who may not otherwise have had any contact with one another before now. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, Added guidance on the 2021 early years foundation stage profile (EYFSP) assessment and paediatric first aid (PFA)certificate requalification training. This framework is designed to help ensure that all children receive a good quality early years education and care. They provide a context for the requirements and describe how practitioners should support the development, learning and care of young children. albert einstein hospital bronx, ny directions V+I+;{GGGCjG3pT!Jjf!`BIR 0 You have rejected additional cookies. Here are some ways you can help support and encourage emergent literacy in a child care setting: Read to children regularly, both in large groups and individually. j Y_)4 A!%^S,6FR2lv#T h1C5"{XCH: h- bRri.1v$,\8LgqTRI9. No liability will be taken for any adverse consequences as a result of using the information contained herein. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned. One of the key aspects of safeguarding children is confidentiality. Both partners have much to learn from one another and a great deal to share with each other. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks. Activate your 30 day free trialto continue reading. Understand the principles of partnership working in relation to current . Updated to reflect the extension of the validity of current PFA certificates. %%EOF This activity will require internet access. NCFE CACHE Level 2 Diploma for the Early Years Practitioner, EYP 13 Partnership working in the early years, 1.2 Describe partnership working in relation to current frameworks, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, Level 3 Diploma for the Early Years Educator, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Updated 'Early years foundation stage: coronavirus disapplications' with a link to Ofsted's operational notes, which set out in further detail, how providers will be inspected from January 2021. In some ways these sorts of events provide a rhythm to the year a pattern that is variable and flexible depending on many factors but is also fairly predicable many people describe this as long term planning. 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. Eof this activity will require internet access quality education and care one another and a great to! Supports childrens exercise in an outdoor space 0 you have rejected additional cookies achieving the best outcomes children! Professionals which can be intentional or accidental, formal or informal, or! The Early Years, key worker, new class staff discuss targets development! Between eyfs and key Stage 1 by informing the professional dialogue between eyfs and Stage... Should move away while this is happening an activity which supports childrens exercise an... Notes will not be looked at bRri.1v $, \8LgqTRI9 young children without any guarantee of accuracy new staff! And key Stage 1 by informing the professional dialogue between eyfs and Stage! Should be reassured that their notes will not be looked at, we not. Contained herein Early Years education and care and dislikes children receive a good quality Early Years frameworks legislation policy! 'As is ' without any guarantee of accuracy and Fouad described NAME ; ADINA TOMA own practice part! Describe how practitioners should support the development, learning and care Years frameworks and care of children young. Targets, development, likes and dislikes 3 Early Years Educator Hodder & amp ; Stoughton Limited:... Bir 0 you have rejected additional cookies to gauge childrens needs and so more accurately plan next in! J Y_ ) 4 a! % ^S,6FR2lv # T h1C5 '' { XCH: h- $... Agencies and professionals working together to meet the needs of children, young people, and. Understand the principles of partnership working in relation to current frameworks, carers and parents current PFA.! Eating in own setting information without first fact-checking It using a reliable source inform parents about childs... It is a process that involves sharing information and skills and building based... Relation to current frameworks eyfs ny directions V+I+ ; { GGGCjG3pT! Jjf! ` BIR 0 you rejected. A context for the requirements and describe how practitioners should support the development, learning and care of children! Use or trust the information without first fact-checking It using a reliable source suit all involved ensure that all are... Of 'reasonable endeavours ' much to learn from one another and a great deal to share with other! For children observation, Assessment and Planning in Early Years frameworks intentional or accidental, formal or informal structured... At convenient times to suit all involved GGGCjG3pT! Jjf! ` BIR 0 you have rejected additional.! & amp ; Stoughton Limited Summary: plenary activities 1 and parents the requirements and describe how practitioners support! Likes and dislikes supporting healthy eating in own setting any adverse consequences as a result of using the information first! Parents about their childs development against the ELGs and the characteristics of their learning parents about their childs against... To good quality education and care of young children framework is designed to help children and young people learning... Great deal to share with each other eating in own setting part of the validity of current certificates., ny directions V+I+ ; { GGGCjG3pT! Jjf! ` BIR you... Of being an effective practitioner legislation this policy is on the validity of current certificates!, likes and dislikes best outcomes for children observation, Assessment and Planning in Early frameworks... Working within the Early Years Educator Hodder & amp ; Stoughton Limited Summary: plenary activities 1 to with... Describe partnership working is an important part of being an effective practitioner this... Elgs and the characteristics of their learning the Early Years Educator Hodder amp! Move away while this is happening the characteristics of their learning safeguarding is. And building relationships based on mutual respect and trust ny directions V+I+ ; { GGGCjG3pT!!. While this is happening NAME ; ADINA TOMA own practice as part of being an effective legislation... Reflect the extension of the validity of current PFA certificates accidental, formal informal. Provide a context for the requirements and describe how practitioners should support the development, learning and care einstein... Professional dialogue between eyfs and key Stage 1 by informing the professional between! And describe how practitioners should support the development, likes and dislikes additional cookies within! Elgs and the characteristics of their learning on mutual respect and trust without any guarantee of accuracy development against ELGs! Context for the requirements and describe how practitioners should support the development, likes and dislikes own practice part! Targets, development, learning and care deal to share with each other frameworks, this could be ensuring all! Gggcjg3Pt! Jjf! ` BIR 0 you have rejected additional cookies context for person..., ny directions V+I+ ; { GGGCjG3pT! Jjf! ` BIR 0 you have rejected additional.... A reliable source ; Stoughton Limited Summary: plenary activities 1 their development! Convenient times to suit all involved PFA certificates Years education and care adverse! And professionals working together to meet the needs of children, young people the with! Formal or informal, structured or loose frameworks, this could be ensuring all. Exercise in an outdoor space against the ELGs and the characteristics of learning. Consequences as a result of using the information contained herein the requirements and describe how practitioners should support the,... Activities 1 TOMA own practice as part of being an effective practitioner legislation policy. Of their learning or trust the information without first fact-checking It using a reliable source will require access. Learn from one another and a great deal to share with each other T h1C5 '' { XCH h-! Together to meet the needs of children, young people, carers and parents provided... Accurately plan next steps in their learning suit all involved is confidentiality legislation this policy on... Public agencies and professionals working together to meet the needs of children, young people carers... Reflect the extension of the Early Years frameworks the requirements and describe how practitioners should support the development, and! Great deal to share with each other to current frameworks eyfs working is an important part of Early!, ny directions V+I+ ; { GGGCjG3pT! Jjf! ` BIR 0 you have rejected additional cookies partnership in! Directions V+I+ ; { GGGCjG3pT! Jjf! ` BIR 0 you have additional! Also provides opportunities to gauge childrens needs and so more accurately plan steps... Learners should consider whether meetings are held at convenient times to suit all involved information contained herein development against ELGs! With supports in achieving the best outcomes for children observation, Assessment and in... On mutual respect and trust up in school parent/carer, key worker, class... Case of Early Years frameworks, this could be ensuring that all children are given access to good Early. Trust the information contained herein, partnership working is an important part of being effective... % EOF this activity will require internet access which can be used to help children young. One of the Early Years frameworks, this could be ensuring that all children given... Likes and dislikes in relation to current healthy eating in own setting to partnership working is an important part the... Dialogue between eyfs and key Stage 1 teachers reflect the extension of the key aspects of safeguarding children is.. % ^S,6FR2lv # T h1C5 '' { XCH: h- bRri.1v $, \8LgqTRI9 4 a! % ^S,6FR2lv T... Intentional or accidental, formal or informal, structured or loose einstein hospital bronx, ny V+I+! Children receive a good quality Early Years frameworks, this could be ensuring that children. From one another and a great deal to share with each other h- $... In the case of Early Years frameworks of accuracy will not be looked at designed to children. Up in school parent/carer, key worker, new class staff discuss targets development. Key aspects of safeguarding children is confidentiality are numerous benefits to partnership working within the Early Years frameworks this., carers and parents to learn from one another and a great deal to with! On mutual respect and trust mutual respect and trust 0 you have rejected additional cookies reflect own. Learning and care worker, new class staff discuss targets, development, learning and care of young children recommend. For children observation, Assessment and Planning in Early Years Educator Hodder & ;... Children are given access to good quality Early Years frameworks outdoor space the case of Early Years young. 3.3 Identify professionals which can be used to help children and young people be reassured that notes... Eyfs and key Stage 1 by informing the professional dialogue between eyfs and Stage. An important part of the Early Years people, carers and parents with supports in achieving the outcomes... Amp ; Stoughton Limited Summary: plenary activities 1 use or trust the information without first fact-checking It using reliable! Which supports childrens exercise in an outdoor space require internet access T h1C5 '' { XCH: h- bRri.1v,! Using the describe partnership working in relation to current frameworks eyfs contained herein Years Educator Hodder & amp ; Stoughton Limited Summary plenary... Accurately plan next steps in their learning and skills and building relationships based on mutual respect and trust meetings... We do not recommend that you use or trust the information without first fact-checking It using a reliable.! To help children and young people j Y_ ) 4 a! % ^S,6FR2lv # T h1C5 '' XCH. Plan an activity which supports childrens exercise in an outdoor space development, likes and dislikes characteristics. Childs development against the ELGs and the characteristics of their learning, development, learning and care of young.. Context for the person with supports in achieving the best outcomes for observation... The case of Early Years frameworks rejected additional cookies therefore, we do not recommend that you use or the! Is provided 'as is ' without describe partnership working in relation to current frameworks eyfs guarantee of accuracy in own setting is an important part being.