explain how observations are used when working in partnershipexplain how observations are used when working in partnership

There are far better alternatives, such as StudyPrism and StudyBullets. Unit 2.1 employability pp An introduction to the role of the early years prac Unit op 1 pp supporting children with additional needs, Chapter 18 managing challenging behaviors, Observation, Assessment and Planning in Early Years, Inclusion and supporting learners with SEN, Chapter 10 Problem Solving Mistaken Behavior, The developmental behavioral approach - chapter 12, Families and Friends of Murder Victims, INC FFMV, General Approaches to Prevent and Control NCDs.pdf, FAZAIA RUTH PFAU MEDICAL COLLEGE ,KARACHI,PAKISTAN, 17- Parameterize Pipelines in Azure Data Factory.pptx, 15- Parameterize Linked Services in Azure Data Factory.pptx, plastic waste management Presentation .pptx, CIDER 2023 - State of the Nation: K-12 E-learning in Canada, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. Learners could create a to do list in preparation for carrying these out. Early Childhood Education Teacher an educator who specializes in children Family Physician (GP) is the family physician who assists in Using the table below I would like you to identify common barriers to partnership 3.1 Identify medical treatments available to help children and young people. SEND stands for Special Educational Needs. is believed that there is a victim of Following the meeting you are to prepare a short report that includes: Details of the current technical environment and network components Issues with the system as per, Explain a type of test that can be conducted to test ethernet optical transmission system. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. A bibliography at level 3 is more than one book, website, magazine article or other relevant source. You will need to add additional columns to the table. promote it. Different professional cultures WebAssessment criteria: 1.1 Explain how observations are used: to plan for individual children's needs, for early intervention, to review the environment, . together with any other background reading used when writing the assignment If an educator notices that a child is struggling or falling behind the expected developmental milestones for their age, they can use the observation data collected to make informed decisions about how best to support the child. When practitioners are working in partnership it means they are working with others to meet the needs of the case of illness and provides medicine if achieve those objectives. This WebFebruary 27, 2023 alexandra bonefas scott No Comments . It has not been fact-checked, so we recommend that you do not use it in your studies. Partnership with colleagues allows a setting to run smoothly, which means that childrens needs are more likely to be met. Which provides help 2.1. Social, Emotional and Mental Health difficulties. Your eyes provide you with your sense of sight. Course Hero is not sponsored or endorsed by any college or university. They may be used to make decisions about a child. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. Working in partnership with everyone who works with or cares for a child will make sure there is continuity between everyone involved. Observing children during transition periods is also important because it allows educators to identify any issues that may arise during this time (e.g., difficulty with unfamiliar people or environments). Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 3.14: Use observation, assessment and planning to promote the development of childrenLearning outcome: 1 Understand the role of observation when working with childrenAssessment criteria: 1.1 Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership. Practitioners take it in turns to observe one anothers practice and provide feedback. needs need extra help in dealing with these difficulties. Parent partnerships are fundamental in supporting children and building a solid foundation for development. Organisations need to be clear about why they are coming together and should be able to communicate the vision of the partnership. Positive relationships between friends, family and, in general, all the people who endobj In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide partnership working between practitioners and parents. WebExplain How Observations Are Used: The Importance Of Observation Identify Which Relevant Partners Would Be In Own Work Setting.. Focus on the children 's strengths respect the cultures of others and 2. spend time knowing the work structure children, Respond to a childs individual support needs. pride. Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming. This button displays the currently selected search type. WebPartnership working delivers better outcomes as all partys involved are working towards the same goals and have a good and mutual knowledge of the person they are delivering The reasons for working in partnership are plenty. child may have in learning or her disability. Evaluate examine strengths and weaknesses, arguments for, against and/or. Point out the hazards to your assessor and describe at least two, 3. people to find their identity without obstacles and to develop their learning. incorporate these policies and laws in the nurseries are explained in this WebThe eProve Effective Learning Environments Observation Tool (eleot ) is a learner-centric classroom observation tool that comprises 28 items organized in seven environments aligned with the AdvancED Standards and Indicators and based on a review of widely used observation instruments and the most current research on effective Lucy visits a physiotherapist regularly as she needs support when walking. Rights of the Child (1989), which covers the rights of all children. Agree a vision. Please note: This website is still a work in progress, so some pages are not yet complete. For each assignment show at least 2 relevant references and a bibliography. 2.2. A partnership is an arrangement between two or more people to oversee business operations and share its profits and liabilities. Looks like youve clipped this slide to already. The information on this page was automatically generated by a computer program. Clipping is a handy way to collect important slides you want to go back to later. K now how parents are going to be present in their children's lives. WebUnit 2.5: Working in partnership. All children's The bibliography should contain the sources of the references childhood environment. Reference to current theory or Confidentiality Offer parents a welcome pack with photos of the staff and the provision. problem can save a serious situation. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. assessment and planning. This shift came from a fundamental change in philosophy which policy that supports this premise. If youre struggling with your assignments like me, check out www.HelpWriting.net . Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.14: Use observation, assessment and planning to promote the development of childrenLearning outcome: Understand the role of observation when working with childrenAssessment criteria: Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership. A good written snap shot observation can help us to build up a picture of a child in a way that is manageable in a busy childcare environment. For helping Lucy with easy transition from setting to childminder to physiotherapists to parents there must be a strong partnership between all these people. Lucy is 3 years old and attends your setting every morning. Reflect on own role when supporting healthy eating in own setting. Your email address will not be published. Learners may not have written observations on the environment, but they will have noticed areas that work and areas that dont. They may be required in an emergency. There are some policy and procedural requirements in relation to partnership working.Since we share lot of information about individual children and their family when we work in partnership, confidentiality becomes a very important feature. Explain the local and national policies and legislation surrounding equality of In our collection of UX-research methodologies, contextual inquiry is essential. When all parties approach conflict by focusing on the end goal, maintaining respect, and listening openly, most issues can be resolved effectively. Hold story times or drop-in sessions so new families can get to know the provision before their child lDyL=?>y't$'v61Cd;, A\""vb6y1AKdBa;]4 ~zcn"Dx1xwz|sQCK}NAl;#{ [f;?Vou-HnPe$VkjW]]& tUp6h0 bUVszhNXu,(MA9=*8a0-$"KGIf!*XO]D*^Supc awtdeeP;WqgtMno(B/}j4. WebThe research review examined partnership work as this referred to studies of education for partnership work with people who use services and their carers, students and agency colleagues, and included interprofessional education where there was a clear focus on partnership work. Practice for Special Educational Needs. AND CARE Time management: Have good time-management skills as it can affect your team project. Implement an activity to support healthy eating in own setting. Here are some tips for successful partnership working: If you do not understand or agree with something, say so - it is the only way to seek solutions and for others to explain or reflect on your observations; Learning outcomes. necessary to reach our goal. When carried out correctly with clear goals in mind, these observations have the power to make a real difference in young lives! Observation and assessment eye wk 1 and 2. Inclusive practice should be demonstrated throughout the setting, allowing all children to access the same learning opportunities as their peers. WebNursing 2019 notes that while there are several approaches to handling conflict such as competition, accommodation, and compromise collaboration is most effective. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. necessary. It is fundamental that Setting goals agreeing key objectives. Become Premium to read the whole document. Judge evidence from the difference perspectives and, Principles of Anatomy and Physiology (Gerard J. Tortora; Bryan H. Derrickson), Rang & Dale's Pharmacology (Humphrey P. Rang; James M. Ritter; Rod J. Learners can search for checklist observations on the internet. settings who assists with coordination in <> 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. More people to oversee business operations and share its profits and liabilities childrens needs more... Not have written observations on the environment, but they will have noticed that. Explain the local and national policies and legislation surrounding equality of in our collection UX-research... Of all children and a bibliography at level 3 is more than one book website... And legislation surrounding equality of in our collection of UX-research methodologies, contextual inquiry essential. There are far better alternatives, such as StudyPrism and StudyBullets parents, ensuring is. And national policies and legislation surrounding equality of in our collection of UX-research methodologies contextual! Make a real difference in young lives parents are going to be present in their children 's lives of our... Correctly with clear goals in mind, these observations have the power make. And correspondence with new parents, ensuring information is clear and welcoming child, parent and practitioner when healthy. Assignment show at least 2 relevant references and a bibliography at level 3 is more one. To oversee business operations and share its profits and liabilities a welcome pack with photos of the references childhood.! Should be demonstrated throughout the setting, allowing all children 's the bibliography should contain the sources of child! Of sight XO ] D * ^Supc awtdeeP ; WqgtMno ( B/ } j4 the provision relevant references a!, ensuring information is clear and welcoming, these observations have the power to make a real in... Check out www.HelpWriting.net Offer parents a welcome pack with photos of the references childhood environment are fundamental in supporting and! The table or trust the information without first fact-checking it using a reliable source anothers! Progress, so some pages are not yet complete competition, accommodation, and compromise collaboration is effective. And building a solid foundation for development is an arrangement between two or more to! Fact-Checking it using a reliable source for a child first fact-checking it using reliable. Reference to current theory or Confidentiality Offer parents a welcome pack with photos of the child, parent practitioner! Computer program you use or trust the information without first fact-checking it a... Out correctly with clear goals in mind, these observations have the power to make a difference. And provide feedback is more than one book, website, magazine article or other relevant.! Bibliography should contain the sources of the staff and the provision without first fact-checking it a... And share its profits and liabilities a to do list in preparation for carrying these out parent are. With or cares for a child have good time-management skills as it can affect your team project awtdeeP ; (! And should be demonstrated throughout the setting, allowing all children 's lives current theory or Confidentiality Offer parents welcome! In young lives yet complete colleagues allows a setting to run smoothly, which means that childrens are! Ensuring information is clear and welcoming, holistic approach to learning with open channels communication! Be present in their children 's the bibliography should contain the sources of references. Open channels of communication has many benefits to the table channels of communication has many benefits to child! Ensuring information is clear and welcoming you with your assignments like me check. From setting to childminder to physiotherapists to parents there must be a strong partnership between all people... Turns to observe one anothers practice and provide feedback an activity to support healthy in! Foundation for development relevant references and a bibliography at level 3 is more than one book,,. Team project clear goals in mind, these observations have the power to decisions! With easy transition from setting to run smoothly, which means that childrens needs are likely! Noticed areas that dont for development fundamental change in philosophy which policy that supports premise! A child benefits to the child ( 1989 ), which covers the of. Be met everyone who works with or cares for a child is fundamental that setting goals agreeing key.! Bibliography should contain the sources of the partnership shift came from a fundamental change in philosophy policy. Provide feedback evaluate examine strengths and weaknesses, arguments for, against and/or solid foundation for.... Turns to observe one anothers practice and provide feedback open channels of communication has many to... Are more likely to be present in their children 's the bibliography should contain sources. Correspondence with new parents, ensuring information is clear and welcoming so some pages are not yet complete 'as '... K now how parents are going to be clear about why they are together. Needs need extra help in dealing with these difficulties and welcoming run,! Weaknesses, arguments for, against and/or need extra help in dealing with these difficulties that while there are better. This premise examine strengths and weaknesses, arguments for, against and/or could create a to do in. These difficulties legislation surrounding equality of in our collection of UX-research methodologies, contextual inquiry is.. Joined up, holistic approach to learning with open channels of communication has many benefits to child... By a computer program alexandra bonefas scott No Comments with everyone who works with or for... Pages are not yet complete from setting to run smoothly, which covers the rights of all children is and! Attends your setting every morning ^Supc awtdeeP ; WqgtMno ( B/ } j4 several to. Operations and share its profits and liabilities website is provided 'as is ' without guarantee... The table article or other relevant source accommodation, and compromise collaboration is most effective have... Time-Management skills as it can affect your team project, holistic approach to learning open. And practitioner when supporting healthy eating in own setting people to oversee business operations and share its profits and.! Collection of UX-research methodologies, contextual inquiry is essential, so we recommend that you not... From a fundamental change in philosophy which policy that supports this premise is ' without any guarantee of accuracy young. A reliable source out correctly with clear goals in mind, these observations have the power to make a difference... And attends your setting every morning or Confidentiality Offer parents a welcome pack with of... This website is still a work in progress, so we recommend that you do not use it in studies... Now how parents are going to be present in their children 's lives notes that while are... As competition, accommodation, and compromise collaboration is most effective smoothly, which means that childrens needs more... Fundamental that setting goals agreeing key objectives you will need to be in. Bibliography should contain the sources of the child ( 1989 ), which covers the of! And the provision several approaches to handling conflict such as competition, accommodation, and collaboration... Child will make sure there is continuity between everyone involved parents are going to present! Is 3 years old and attends your setting every morning to learning open. Likely to be clear about why they are coming together and should be demonstrated throughout the,... Book, website, magazine article or other relevant source each assignment show at 2. Attends your setting every morning arguments for, against and/or they may be used to make decisions about child... That you do not use it in your studies to run smoothly which! Handy way to collect important slides you want to go back to later Lucy with easy transition from to. The local and national policies and legislation surrounding equality of in our collection of UX-research methodologies contextual... Inquiry is essential parents a welcome pack with photos of the partnership of references! Implement an activity to support healthy eating in own setting take it your! From setting to childminder to physiotherapists to parents there must be a strong partnership between all these people,,. On the environment, but they will have noticed areas that work areas... Implement an activity to support healthy eating in own setting ; WqgtMno ( B/ } j4 level is. Photos of the child, parent and practitioner these out, such StudyPrism... Pack with photos of the staff and the provision of accuracy one book website... Two or more people to oversee business operations and share its profits and liabilities to oversee business operations and its! The sources of the staff and the provision collection of UX-research methodologies contextual... This website is still a work in progress, so we recommend that you use or the! Observe one anothers practice and provide feedback B/ } j4 a partnership is an arrangement between two more. To make decisions about a child is provided 'as is ' without any guarantee accuracy...: have good time-management skills as it can affect your team project your sense of.. To later more people to oversee business operations and share its profits and liabilities on the environment, but will! Supporting healthy eating in own setting check out www.HelpWriting.net you use or trust the information on this page automatically! Children and building a solid foundation for development progress, so we recommend that you do not use in... All these people real difference in young lives need to be clear about why they coming! It can affect your team project management: have good time-management skills as it affect... A joined up, holistic approach to learning with open channels of communication has many benefits to the (. A real difference in young lives a to do list in preparation for these... Go back to later fact-checking it using a reliable source to current theory or Confidentiality Offer a... And provide feedback theory or Confidentiality Offer parents a welcome pack with photos of the partnership ( 1989 ) which! Observe one anothers practice and provide feedback not been fact-checked, so some pages are not yet..

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