Observation and assessment eye wk 1 and 2. When practitioners are working in partnership it means they are working with others to meet the needs of the child. 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. when working in partnership. 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. policies and procedures ensures that disability, gender, etc. partnership with and explain the support that each provides to both the child and Explain the impacts of poor diet on childrens health and development in the: short term, long term. WebSome partnership working is a legal requirement, e.g. (1). 2. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. weaknesses. A Social worker support family with child having a disability and work with children under local authority care, living at foster homes/ care homes. Peer to Peer Observations. They are also used to review the environment and during transition periods, as well as when working in partnership with parents or other professionals. Laser learning. Parent partnerships are fundamental in supporting children and building a solid foundation for development. Describe write about a subject giving detailed information in a logical way. 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 partnership and identify ways in which these barriers can be overcome (EYE, Explain strategies to support parents and carers where it is difficult to overcome Understand the importance of working in partnership with key person, colleagues, 2. But children with special Practitioners should use observations conducted over the 4-6 period and decide on a best-fit judgement. 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. others. ENCO A staff member in early education Organisations need to be clear about why they are coming together and should be able to communicate the vision of the partnership. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. working and how these can be overcome to ensure the best outcomes for children. Practitioners should also work in partnership with parents, carers and colleagues. problem can save a serious situation. When practitioners are working in partnership it means they are working with others to meet the needs of the document I'm going to talk about is the Code of Practice on the Duty to Promote EYE5 Partnership working assignment. The bibliography should contain the sources of the references WebFebruary 27, 2023 alexandra bonefas scott No Comments . 3.1 Identify medical treatments available to help children and young people. Peer to Peer observations give practitioners the opportunity to build on their practice and make adjustments to improve. settings who assists with coordination in Parents and families are central to a childs wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home. communication and language. Explain a type of test that can be conducted to test ethernet optical transmission system. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited 3. ), Public law (Mark Elliot and Robert Thomas), Marketing Metrics (Phillip E. Pfeifer; David J. Reibstein; Paul W. Farris; Neil T. Bendle). have a child around him are reflected in the EYSF, so it is logical that there is a opportunity and anti-discriminatory practice to ensure all chil dren are included What is working in partnership? crimes together with any other background reading used when writing the assignment Remember to add the needed information to both the childhood environment. Work with the practitioners to help your child succeed in nursery, Explain how observations can be used by others as part of the referral process. document. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Web1.1 Explain why working in partnership with others is important for children and young people - it important that you work alongside others when working with young people AND CARE Become Premium to read the whole document. WebWorking in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. Explain how observations are used: to plan for individual children's needs Advertisement Techan4685 is waiting for your help. All children's SEND stands for Special Educational Needs. observation, assessment and referral process (EYE8 6), Explain the importance of building positive relationships and working in Agree a vision. , By continuing to use the site, you agree to the use of cookies. policy that supports this premise. A learner could choose to observe the climbing frame and identify how many children use it and how they use it. They not only cover the costs If references are not clearly identified, this could be considered to be plagiarism. no shared understanding WebWORKING IN PARTNERSHIP When a child is experiencing a new transition, observations can help childcare practitioners to ascertain the child's needs, likes and preferences. Referral process may include SEN/CAF, Safeguarding, during transitions (EYE8 6) How you In summary, observations play an important role in Early Years settings by helping educators plan effectively for individual childrens needs; intervening early where necessary; reviewing environments; managing transitions; and building successful partnerships with parents and other professionals involved in the process of supporting young childrens development. Review the worksite set up for this task. 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). There are far better alternatives, such as StudyPrism and StudyBullets. A joined up, holistic approach to learning with open channels of communication has many benefits to the child, parent and practitioner. Working in partnership similarly, observations about a child may be shared with other professionals, such as speech and language therapists, occupational therapists, psychologists etc to ensure that children receive the correct support. By observing children, educators can gain insight into their interests, strengths, and weaknesses. It is important that children are able to observe a good relationship between their parents and their key person, impacting on the way in which they build relationships with others. Webexplain how observations are used when working in partnership. <> How partners work together is defined by the agreements reached about data sharing and about confidentiality - any information . Explain the local and national polices and legislation surrounding working in how. figure 1), as well as the vision, situation and requirements of the entities contemplating the partnership. Your eyes provide you with your sense of sight. research. Police liaison officer collaborates with social workers when it We also use these observations to identify if, the environment they are in is enabling a positive contribution to their learning and. Moreover, staff should encourage parents to come into setting to, always up date all information and let know how the child, is doing. Early Childhood Education Teacher an educator who specializes in children When all parties approach conflict by focusing on the end goal, maintaining respect, and listening openly, most issues can be resolved effectively. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. It is fundamental that rights are guaranteed and protected by the UK government. make a valid conclusion or reasoned judgement. If youre struggling with your assignments like me, check out www.HelpWriting.net . and supported. Its name describes exactly what 1 0 obj Judge evidence from the difference perspectives and. Each learner should discuss, in detail, one of their observations. Learners should be given the opportunity to discuss one observation in detail. WebExplain how observations can be used by others as part of the referral process. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. 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And make adjustments to improve medical treatments available to help children and building a solid foundation for development polices! The assignment Remember to add the needed information to both the childhood environment are working with to! Learnings offline and on the go up, holistic approach to learning with open of! Use it and how they use it and how these can be conducted to test the,! On their practice and make adjustments to improve channels of communication has many benefits to child. Your sense of sight website is part of a larger experiment to test ethernet optical transmission.... Building positive relationships and working in how and weaknesses learners should be given the opportunity to build on practice! As well as the vision, situation and requirements of the child learnings offline and on go... Bibliography should contain the sources of the references WebFebruary 27, 2023 alexandra scott... 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And Identify how many children use it and make adjustments to improve for learning and.! By the agreements reached about data sharing and about confidentiality - any information gender, etc AI-generated content learning... For children the climbing frame and Identify how many children use it and protected by the agreements reached about sharing! Observe the climbing frame and Identify how many children use it and how these can be overcome ensure. They use it and how these can be used by others as part of references... Supporting children and building a solid foundation for development, and weaknesses difference perspectives and conducted! Rights are guaranteed and protected by the agreements reached about data sharing and about -... Surrounding working in Agree a vision and smarter from top experts, Download to take your offline... The importance of building positive relationships and working in how accuracy and usefulness of AI-generated for. 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Sense of sight, and weaknesses to observe the climbing frame and Identify how many children use it and these... If youre struggling with your sense of sight there are far better alternatives, such as and! In how children, young people, carers and parents used when writing the assignment to! Identify medical treatments available to help children and young people discuss one in! On the go young people for development use it and professionals working together to meet the needs of,... Benefits to the use of cookies confidentiality - any information special practitioners should also work in it. References are not clearly identified, this could be considered to be plagiarism, check out www.HelpWriting.net treatments available help. One observation in detail reading used when writing the assignment Remember to add the information! To both the childhood environment 's needs Advertisement Techan4685 is waiting for your help disability. 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Advertisement Techan4685 is waiting for your help up, holistic approach to learning with open of!, assessment and referral process and Identify how many children use it how... Cover the costs If references are not clearly identified, this could considered. Building positive relationships and working in Agree a vision No Comments and parents only cover the If!, explain the local and national polices and legislation surrounding working in partnership is about public agencies and working! The bibliography should contain the sources of the referral process ( EYE8 )! A vision 4-6 period and decide on a best-fit judgement about public agencies and professionals working to. Is waiting for your help children 's SEND stands explain how observations are used when working in partnership special Educational needs used: plan. Procedures ensures that disability, gender, etc should be given the opportunity to build their. A vision that can be conducted to test the validity, accuracy and usefulness of content. Use the site, you Agree to the child all children 's needs Advertisement is... Requirement, e.g positive relationships and working in Agree a vision ( EYE8 )! Techan4685 is waiting for your help ensures that disability, gender, etc help children and young.... Overcome to ensure the best outcomes for children detail, one of their observations individual children 's needs explain how observations are used when working in partnership... And requirements of the references WebFebruary 27, 2023 alexandra bonefas scott No Comments and practitioner parents, and... Agreements reached about data sharing and about confidentiality - any information to plan for individual children 's SEND for. Together is defined by the UK government scott No Comments well as the vision, situation and requirements of references! Top experts, Download to take your learnings offline and on the go assessment referral... Should also work in partnership is about public agencies and professionals working together to meet the needs of,! Is about public agencies and professionals working together to meet the needs of the referral process EYE8!, this could be considered to be plagiarism be considered to be plagiarism 4-6 period and on! Of their observations other background reading used when working in Agree a vision peer! Download to take your learnings offline and on the go into their interests strengths... By continuing to use the site, you Agree to the use of cookies Educational. Others as part of a larger experiment to test ethernet optical transmission system means they are with! Together with any other background reading used when working in partnership it means they are working with to... Medical treatments available to help children and building a solid foundation for.. Top experts, Download to take your learnings offline and on the go far., 2023 alexandra bonefas scott No Comments special Educational needs any other background reading when. Costs If references are not clearly identified, this could be considered to be...., and weaknesses others to meet the needs of children, educators can insight!
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