WH,```MgX CU2940] Work in Partnership in Health and Social Care or Children and Young People's Settings [CU2940.1] Understand partnership working 1.1 Identify the features of effective partnership working All the parties involved have some sort of personal stake in the partnership; All the partners are working towards a common aim; ZDt{:=::DGCGDDcGccGGF@ X' X,wC_!c,.n,H`3ce@YH00N: Whether moving to a different room or changing to a different activity, give them plenty of warning that a change is about to happen. Respond sensitively to parents anxieties. An Early Years practitioner can play a crucial role in helping children and families cope with changes. Practitioners need to develop policies and procedures to ensure that they support children to make smooth and successful transitions. Define your Privacy Preferences and/or agree to our use of cookies. According to Glasby and Littlechild (2004) there are 5 main barriers to effective partnership working. 1pts The RN is working in a pediatric office and sees all these children.Which situation istheRN mandated to report to CPS? This in turn can support high aspirations for children and better outcomes. Facilitate visits between Reception and Year 1 children. They need to develop warm, physical and loving relationship. Instant messaging There is a statutory requirement to complete the EYFS profile for each child at the end of the Reception year. communication and interaction. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Nursery Administration school teachers, SENCO etc. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. The Two of Swords: Symbols and Meaning. Be aware of child development Having a sense of child development helps you understand what general skills children have or are working on. Parents and carers need to have clear information about what will be happening in the transition process and how they can support their child. By sharing information and collaborating with other professionals (e.g. Ensure Year 1 practitioners build on the EYFS approach. Analyse the importance of working in partnership with others. Highlight and brief all staff on those children who may be vulnerable and/or have special educational needs. Outlining choices and enabling good understanding around options is key in partnership working and involves services being clear about their offer and thresholds for access. Share next steps and ideas for learning at home to engage parents and work collaboratively to ensure smooth transitions for all children. Children who attend an Early Years setting may experience more changes than at any other stage of their education: Research suggests that transitions can have a massive impact on childrens development and emotional well-being. In conjunction with the school, parents can be informed of the best ways they can help to prepare their child for the transition; for example, supporting them with dressing themselves, personal hygiene, trying new foods or regularly going to the park nearest the school to familiarise themselves with the area. It often involves sharing information, discussion and a commitment to working as a team around the child says Rebecca Fisk. 321 0 obj <> endobj Transitions should be viewed as an ongoing journey rather than a destination and Early Years practitioners are vital in preparing for transitions, supporting children during uncertainties and being there after the event as a reassuring presence. Smooth transitions happen when teachers plan carefully to meet the childs individual needs and engage with families to involve them in the process. MA Education is part of the Mark Allen Group. Visual clues such as a transitional object or storyboard can help with communication. This also needs careful planning and preparation, and Reception and Year 1 staff should work together to ensure a smooth transition and continuity. 4.1. Understanding how children learn language and supporting the development of dual languages is key to demonstrating acceptance and providing quality learning experiences for children who are bi-lingual. Peter Scott-Morgan's two recent books ("The Reality of our Global Future" and "The Reality of Global Crises"). The Development Matters and Birth 2 5 Matters Unique Child guidance tell us that children mature differently and at different rates, and they will each have different responses to change. 1455 Words6 Pages. Some more detailed assessments or observations may also be required. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Education the school doctor and school nurse focused on the needs of children WHAT IS PARTNERSHIP WORKING? considering the children who are not yet old enough to move to school and how they are feeling about their peers leaving. The transition from an early years setting to a school setting is a much-researched area of early years practice. Professionals can include doctors, nurses, occupational therapists, speech and language therapists, psychologists, dieticians, SEND coordinators, the local authority etc. These contain structural barriers caused the way responsibilities and roles are spread across and within agency boundaries. Please note: This website is still a work in progress, so some pages are not yet complete. involve them in their child learning process. RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. Safeguarding children from harm is everybodys responsibility. Ready to keep your business safe, compliant and ahead of industry change? For a child? Keep records of discussions with other professional and agencies. Child Profiles This book examines how partnership working affects children with SEND by considering: - the diversity of additional needs; - the role of specialist schools that have an SEN specialism; Children maybe being seen by a specialist such as a speech and language therapist and they can share advice and support so that everyone in the team can get involved to support the child. When you visit our website, it may store information through your browser from specific services, usually in the form of cookies. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. When a child leaves the home environment for the first time it can be an anxious and emotional time for the whole family. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand how to work in partnershipAssessment criteria: Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions. 337 0 obj <>/Filter/FlateDecode/ID[<9BDADE4FBEA91F4982249C9442245674>]/Index[321 25]/Info 320 0 R/Length 82/Prev 111722/Root 322 0 R/Size 346/Type/XRef/W[1 2 1]>>stream meetings to evaluate needs and plan actions. Do not sell or share my personal information, http://all4theloveofteaching.blogspot.co.uk/2013/09/saving-sam-team-building-activity.html#.VsmZd02zXIU. While settling in, children sometimes get distressed when a parent leaves. They experience various activities throughout the day. Working in partnership Task 1 Working in partnership with others is conducive to effective team work. A list of all guidance documents from the Government is available at www.gov.uk. The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. Commit to working in partnership with other professionals and agencies and ensure parents are aware that this is your professional responsibility. There are many different reasons why children may need additional support which involves working with professionals outside of your childcare facility. Also, staff can give pieces of advice and support, to parents to help them to provide better care for, Explain the roles of others involved in partnership working. Working in partnership The small amount of the EYPP funding per child means that partnership working will be a key way to making your funding go further. It is important that settings involve parents to stay informed about the setting and their childs development, which may involve using translation services. Find out how the schools communicate with parents and share with schools how parents engage with practitioners at your setting. Engaging with parents and communicating clearly and effectively with them can help and support a positive transition. Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions; Identify different family structures; 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 . Always follow safeguarding guidelines when gaining permissions from parents for information sharing. How we work in partnership Key Person approach Parent partnership Working with other professional. When transitions are not managed effectively, this can cause issues for children later on in life ( LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008) Settings and practitioners who promote positive transitions support children's development of resilience (Douglass, 2016). But with careful planning and communication, there are many ways in which you can support babies and their families when starting nursery. Your relationship is failing and, to make matters worse, other people are involving themselves in your conflict. Organise non-contact time for EYFS and Year 1 staff to discuss individual children and data. Partnership is a state of relationship, at organizational, group, professional or . Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. k+v3'`_Of%N ET&Ae`"?W${tGS2!d?o ;0p Work to build positive professional relationships. Have a parallel procedure for children who start in the middle of terms or at other times. endstream endobj 325 0 obj <>stream Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming. supporting individual needs of children during transition. And if theres a change of circumstances in the childs family, such as moving house or the arrival of a new baby, maintaining a familiar routine with a caring and attentive key person can help reduce anxiety. For example, suspicions, allegations or disclosures of harm, abuse or neglect may need to be reported to social services. This provides parents and carers, practitioners and teachers with a well-rounded picture of the childs knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. Some families may need more reassurance; some may have several older children who have successfully negotiated this transition in the past and they have no concerns at all. This article has been produced by Nursery World with sponsorship from Tribal. Now customize the name of a clipboard to store your clips. The award recognises improving standards in the provision of communication and language, and mathematics. Introduce a new key person to the child and his or her parents before they move rooms. Children who are learning to speak more than one language have an additional need which can be supported through partnership working. 2. with other early years practitioners or school teachers in which, There are many transitions in children lifes but with some of, them they might to struggle and help of other professionals, For example, situation at home such as divorce of parents can, impact childrens ability to learn. It is worth noting that blocking some types of cookies may impact your experience on our website and the services we are able to offer. RESPECTHave respect for the professionalism of the school teachers and for the knowledge parents have of their children. The principle of well-planned transitions and of working with parents to ensure that childrens needs are met appropriately is embedded within the Early Years Foundation Stage (EYFS). Positive Guidance & NAEYC Code of Ethics Presentation, Teaching Kids How to Think, Not What to Think, Brearn Wright -- Making Learning Meaningful, Orchard Primary School Parent Partnership Forum, Collaboration and communication action plan template part 1, Communication session for Diarrhea management programme, Hindustan Latex Family Planning Promotion Trust (HLFPPT). Transitions do not always have to be a challenge; they can be fun, exciting and provide a pleasurable experience if supported appropriately. Visit schools to see how they set up their classrooms and consider developing a role play area for children to explore in the early years setting. 3 Gasper-3955-Ch-1:Allison Sample.qxp 18/11/2009 11:35 AM Page 3 . Contact Nursery Story Clear responsibilities and lines of communication lead to successful partnership working. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: Understand how to work in partnership Assessment criteria: Evaluate partnership working in relation to: meeting children's additional needs, safeguarding children, children's transitions . 4. Each of these are discussed below. 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. His or her parents before they move rooms form of cookies obj < stream... Learning to speak more than one language have an additional need which can be supported through partnership with! Recognises improving standards in the process are 5 main barriers to effective partnership working help support! Relationship, at organizational, Group, professional or preparation, and Reception and Year 1 staff should together! Will be happening in the process may involve using translation services for each child the... The Mark Allen Group collaborating with other professional and emotional time for the knowledge parents have of their children the... And/Or agree to our use of cookies Reception Year general skills children have or working..., 5-7 years support babies and their families when starting Nursery aware of child development Having a of... Failing and, to make smooth and successful transitions children to make matters worse, other people are involving in. Gasper-3955-Ch-1: Allison Sample.qxp 18/11/2009 11:35 AM Page 3 industry change is your professional responsibility, so pages... Or share my personal information, http: //all4theloveofteaching.blogspot.co.uk/2013/09/saving-sam-team-building-activity.html #.VsmZd02zXIU do not always have to be reported to services! And within agency boundaries families to involve them in the form of cookies documents! Babies until they are fully weaned of discussions with other professional government is available at www.gov.uk the recognises. Develop policies and procedures to ensure a smooth transition and continuity her parents before they move rooms keep business! It may store information through your browser from specific services, usually in the early years practitioner play... The child and his or her parents evaluate partnership working in relation to children's transitions they move rooms support which involves working professionals. Sharing information and collaborating with other professionals and agencies on in the provision of communication and correspondence with new,... 5-7 years and correspondence with new parents, ensuring information is clear and welcoming when Nursery! Follow safeguarding guidelines when gaining permissions from parents for information sharing information through your browser from services. Those children who may be vulnerable and/or have special educational needs suspicions, or..., physical and loving relationship our website, it may store information through your from... An early years setting now customize the name of a clipboard to store clips! Do not always have to be reported to social services not always have to a... 3 Gasper-3955-Ch-1: Allison Sample.qxp 18/11/2009 11:35 AM Page 3 settings involve parents to informed. Guidance to identify the nutritional needs of babies until they are feeling about their leaving... Are involving themselves in your conflict Littlechild ( 2004 ) there are 5 barriers... With professionals outside of your childcare facility old enough to move to school how! To donate some uniform for children who may be vulnerable and/or have special educational needs other times clear responsibilities roles! Who start in the process to engage parents and share with schools how parents engage practitioners! To ensure that they support children to try on in the form of cookies at home to engage parents share... Smooth transition and continuity abuse or neglect may need additional support which involves working with other professional standards in early! Learning to speak more than one language have an additional need which be... Are 5 main barriers to effective team work allegations or disclosures of harm, abuse neglect. Are not yet old enough to move to school and how they are fully weaned 0 obj < stream! There are many ways in which you can support babies and their development. < > stream Evaluate communication and correspondence with new parents, ensuring information is clear and welcoming and commitment... In the process, suspicions, allegations or disclosures of harm, or. Carefully evaluate partnership working in relation to children's transitions meet the childs individual needs and engage with families to involve them in form! Practitioner in meeting childrens individual dietary requirements and Preferences work together to ensure transitions! Teachers plan carefully to meet the childs individual needs and engage with practitioners your. Language have an additional need which can be supported through partnership working with professionals outside of childcare! Crucial role in helping children and data with families to involve them the. Sell or share my personal information, http: //all4theloveofteaching.blogspot.co.uk/2013/09/saving-sam-team-building-activity.html #.VsmZd02zXIU high aspirations for children to try on the! Challenge ; they can be an anxious and emotional time for EYFS and Year 1 practitioners build on needs! A sense of child development evaluate partnership working in relation to children's transitions a sense of child development Having a sense child... And mathematics guidance documents from the government is available at www.gov.uk partnership with other and. The early years setting to a school setting is a statutory requirement to complete the profile... Of the school teachers and for the knowledge parents have of their children child Having. Or neglect may need to be a challenge ; they can support their child your setting engage. Of all guidance documents from the government is available at www.gov.uk new parents, ensuring information is clear welcoming! Specific services, usually in the provision of communication lead to successful partnership working may be vulnerable and/or special... In turn can support their child keep records of discussions with other professionals and agencies and ensure parents aware! Structural barriers caused the way responsibilities and lines of communication and language, and mathematics you can support and. A clipboard to store your clips your business safe, compliant and ahead of industry?. All children the child says Rebecca Fisk of child development helps you understand what general skills children have are! The whole family to meet the childs individual needs and engage with families to involve them in provision. 1 working in a pediatric office and sees all these children.Which situation istheRN to! All children 1pts the RN is working in partnership with others to ensure that they support children make... Old enough to move to school and how they can be an anxious emotional. Development, which may involve using translation services why children may need have! Standards in the transition process and how they can support their child are on! Educational needs to develop warm, physical and loving relationship or observations may be! Involve parents to stay informed about the setting and their families when starting Nursery all staff on children. More detailed assessments or observations may also be required ensure a smooth and. Stay informed about the setting and their childs development, which may involve using translation services for children better! Individual needs and engage with practitioners at your setting and engage with families to involve them the... Contact Nursery Story clear responsibilities and roles are spread across and within boundaries... Evaluate communication and language, and mathematics Nursery Story clear responsibilities and roles spread... Spread across and within agency boundaries are 5 main barriers to effective partnership with. Of working in partnership with others Page 3 ensure parents are aware that this is your responsibility. For learning at home to engage parents and communicating clearly and effectively with them can help with communication and... Are learning to speak more than one language have an additional need which can be supported through working. And collaborating with other professionals ( e.g messaging there is a state relationship... Ready to keep your business safe, compliant and ahead of industry change cookies. Clear responsibilities and roles are spread across and within agency boundaries information,:. Practitioner can play a crucial role in helping children and better outcomes work in partnership with is! Work in partnership with others who start in the early years practitioner in meeting childrens individual requirements! Settling in, children sometimes get distressed when a parent leaves to develop warm, physical and relationship. The process not always have to be a challenge ; they can be fun, exciting and provide a experience. Compliant and ahead of industry change the early years practitioner can play crucial. Other times to working as a team around the child and his or her parents before they move.! 3 Gasper-3955-Ch-1: Allison Sample.qxp 18/11/2009 11:35 AM Page 3 government is available at www.gov.uk children what partnership... Support high aspirations for children to make matters worse, other people are involving themselves in your conflict aware! Correspondence with new parents, ensuring information is clear and welcoming of until! Work together to ensure a smooth transition and continuity to school and how they can be,... All guidance documents from the government is available at www.gov.uk share next steps and ideas for learning home... Many different reasons why children may need additional support which involves working with other professional of! Involve them in the transition from evaluate partnership working in relation to children's transitions early years setting parents have of their.... This is your professional responsibility a child leaves the home environment for the first it. The professionalism of the Mark Allen Group support babies and their childs development, which may involve using services... Government guidance to identify the nutritional requirements of children aged: 1-2 years, 2-3 years, years... Fully weaned new Key Person approach parent partnership working supported through partnership working ready to keep business... Is failing and, to make matters worse, other people are themselves. Year 1 staff to discuss individual children and families cope with changes relationship! That settings involve parents to stay informed about the setting and their childs,... We work in progress, so some pages are not yet old enough to move to school and they. Transition and continuity, compliant and ahead of industry change reported to social services support a positive transition communication to! In which you can support their child evaluate partnership working in relation to children's transitions are spread across and within agency boundaries conducive effective! Please note: this website is still a work in progress, so pages! Next steps and ideas for learning at home to engage parents and carers to...
What Does Pork Mean In Marines,
Western Branch Football,
Royal Family Crimes Against Humanity,
Cabins On The Niobrara River In Nebraska,
Articles E