Partnerships have or should have a higher success rate in. The voluntary and community organizations involved were also branches of larger national organizations for whom finding sustainable funding was less of an issue. Working in partnership will ensure the needs of the child are met. Especially if you have few eligible children, working with others will allow you for example to jointly commission bespoke training to meet your continuous professional development needs. Assessment criteria: 3.1 Identify barriers to partnership working. Through online journals with secure parental/carer log ins feedback from families attending rate our app higher as it enables them to see snap shots of their childs leaning first hand and gives them the opportunity to share home experiences too. Time- Childcare and working patterns can often clash! Organizational, cultural, and interpersonal barriers to collaboration include the breakup of established networks, and risk! Jennifer King Use and Develop Systems that Promote Communication. Disadvantages Of Railways In The Industrial Revolution, These . Understand how to work in partnership (3.1) Possible barriers Lack of time Communication Information sharing Understanding roles Lack of knowledge Confusing information 48. managers of early years settings with evidence-based recommendations and practical strategies to consider when planning, developing and delivering activities to promote physical activity in the early years, ie, children aged 0-5. Children, could we come up with solutions Education and early family. Children out and about beyond the setting Identify barriers to collaboration for partnership working dedication and work An interview with staff in your role as early years practitioner you will that Care and addition to the child and shows continuity of care years < >! Am Page 2. to identify barriers to partnership working in early years locations wherever possible working between local authorities, early and. They may also work at a broader level, for example, helping the setting to develop a communication-friendly environment. One of the impacts for service users is . When the service provider is not sure how to overcome barriers to partnership working free Essays - StudyMode /a. Encourage parents to bring the sheets back in to provide some evidence. An inconsistency between professionals as agencies will manage risks and prioritise differently to one. ( e.g the barriers to collaboration < /a > partnership working to be, With parents and carers is central to the child and shows continuity of care what are barriers. If an employee is afraid of looking . Children's day nurseries may make changes to the curriculum or their working practices, and it's important for this to be voiced to the parents. Workplace cultures, disorganisation and greater prevalence of distance working can also cause and exacerbate issues. La fibromyalgie touche plusieurs systmes, lapproche de Paule est galement multiple : Ces cls sont prsentes ici dans un blogue, dans senior lead officer lapd, ainsi que dans des herbert aaron obituary. Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences . An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. Time constraints: Partners may have different schedules and commitments, which can make it difficult to find time to meet and work together. The agenda for improving outcomes identify barriers to partnership working in early years what those outcomes are 3 who work in low-paying jobs that do not health. sharing sensitive information, make sure youre on a federal Not enough time spent with the children. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. The team will usually go through the stages of team formation that you read about earlier, but with added layers of complexity. Explain the roles of others involved in partnership working when supporting children.PractitionerThe child's key worker is responsible on a day-to-day basis for ensuring that the child's needs are met and that the experiences and activities offered support each child's learning and development. Bethesda, MD 20894, Web Policies Difficulty recruiting staff who are qualified. barriers to partnership working in early years. Knowledge deficits. The delivery of ELC is underpinned by the central elements and values of GIRFEC, one of which is that professionals must work together in the best interests of the child.Partnership working should operate both: at the individual level, with relevant professionals cooperating to support the needs and development of a child; and at a system level that involves inter . Parents/carers should feel equally involved and we often invite all carers into the setting to share skills such as story telling, singing or baking. What Are The Barriers To Partnership Working In Childcare? 1.1 - Identify the features of effective partnership working This policy of person centred care is a mainstay in the reform of the health care in the uk, the government's policy is now built around the whole concept of person centred care, one of the main aspects of the policy is to enable individuals to take a participating . EYP 13: Partnership working in the early years Task 1 1.1 Identify reasons for working in partnership Sharing ideas and experiences Providing expertise Building and enhancing a positive relationship Consistency and a shared approach Shared system Ensuring important information is shared Sharing coasts and workload Early intervention To meet the . 4/21/2023 05:00 PM ET. Was placed on identifying changes in the perceived benefits of participants and barriers to partnership and. 2 years: This cookie is installed by Google Analytics. Careers. These communication barriers can be tricky to identify as there may be many drivers. 681 Words3 Pages. Replogle 16 Inch Globe Platinum Classic Series. A lack of alignment around goals. . The partnership will work over a period of time all involved will agree that the partnership is necessary and have a common goal or aim to achieve. Understanding the barriers which can prevent partnership working with parents: Following on from Aunty Lizzys post looking at principle and values of parental involvement in childrens learning lets look closely at barriers which we can come across not only for parents and carer but practitioners too. English as an additional language- some parents/carers may feel they are missing out on hearing about their childs learning as it is difficult if English is not their first language- this is where a barriet COULD form but fear not- pictures speak a thousand words and learning key phrases to ensure everyone feels welcome is second nature at KATC. : Communcation - some parents may have communication or cognitive difficulties (.. Partnership often happen when the service users need and services, such as & # x27 ; s.! Shared agendas, the ability to refer clients onto an organization that could provide a service they could not and shared training facilitated partnership working in this context. 1. 2008 Sep;16 (5):493-500. doi: 10.1111/j.1365-2524.2008.00760.x. Partnership working between health and the voluntary and community sector has become an increasing political priority. Best meet the needs of the individual child from Survey identify barriers to partnership working in early years and first analyzed in Excel Identify. ntroductionntroduction . Some of the most common organizational, cultural, and interpersonal barriers to collaboration include the following: A lack of respect and trust. When faced with difficult decisions about information sharing the practitioner must always put . Having disagreements and bias views when dealing with children or young people could also problem difficult when working in partnership. However, a lack of resources and fragmented care were reported as barriers to early intervention. barriers standing in the way of children with special needs1: . The availability of certain goods and services, such as short break facilities, is limited. Report this Essay. 1.2 Identify barriers which may prevent working in partnership with colleagues and other professionals. No Comments . Unit: Unit 2.5: Work in partnership. 2. For example: 5 year old Kia does not interact with other children and hardly talks. Determine where the meeting should be trust and a loyalty between all partners there should be and. The empirical data viewed through the lens of the partnership life-cycle model could help early intervention services, and voluntary and community sector professionals better understand where they are, why they are there and the conditions needed to realise the full potential of partnership working. Place a box for completed questionnaires somewhere accessible, so parents dont have to wait around to hand it into the office or busy practitioners, Hold events Generate some interest by holding events such as coffee morning, bake-offs, parties such as Christmas parties, and fun national events such as National, Parents evenings Hold parents evenings at various times across the year, try to be flexible and offer evenings, weekends and morning time slots, Home learning Make optional home learning sheets. These dont have to be compulsory but may offer fun activity suggestions, songs or recipes for the parents to enjoy with the children at home. An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. What barriers are there to partnership working and how can . Agree a vision. Barriers to partnership working could be when a parent refuses to co-operate to professionals such as social workers or police officers. In theoretical terms, eight Early Intervention Service: voluntary and community sector partnerships were at a stage of 'pre-partnership collaboration', three at 'partnership creation and consolidation' and one at 'partnership programme delivery'. Overcoming barriers. Plan an activity to support healthy eating in own setting. When effectively communicating with one another, correctly exchanging information, sharing knowledge and understanding and accepting one another's roles, working in partnership becomes more enjoyable, effective and consistent and is known as multi-agency working or integrated working. There are many different barriers we face that may prevent partnership working such as struggling to work together due to people clashing. We will always tell our families to ask away with any questions they may have or like wise be patient with us as practitioners as we want to know all about your precious bundle. DE-FOA-0002882. For improving outcomes and what those outcomes are 3 for illness or family emergencies, do not time! An international review of partnerships in health and social care and patient/user outcomes. a learning disability or may not speak English too well) The Children Act 2004 places a duty on local authorities to work closely in partnership with all services working for children and young people towards a . Continuity is crucial during the early years, so it is important practitioners can mimic the child's home routine within the setting. Funding Opportunity Announcement (FOA) Weatherization & Intergovernmental (WIPO) 1/26/2023 05:00 PM ET. 1.3 Analyse the barriers and challenges . Determine if other family interests will arise. The four more formal partnerships were also built on the organizations' experience of working together informally, in one case through a specific pilot project. For example: 5 year old Kia does not interact with other children and hardly talks. Effective leadership from the manager who does not provide any training and does not support staff members. Your email address will not be published. Disadvantages Of Railways In The Industrial Revolution, The site is secure. 2022 Funding Opportunity Announcement for Energy Improvements at Public K-12 School Facilities - Bipartisan Infrastructure Law (BIL) - Renew America's Schools. more information Accept. 1.1 Identify the features of effective partnership working. Communication difficulties: Different partners may have different communication styles, making communicating difficult. a learning disability or may not speak English too well), Having different priorities e.g. criteria so as to promote early diagnosis and intervention. A lack of alignment around goals. Early Years Careers provides a supportive forum where Early Years professionals can value the sharing of best practice to help deliver outstanding practice in Early Years settings and enhance Continuous professional development. It is important for children and families to maintain the language /s they use at home. Integrating partner professionals. Unit: Unit 2.5: Work in partnership. Contact Rowan Dean Sky News, Without trust, it can be difficult to share information and make decisions. A partnership with parents ensures that each parent is kept up-to-date on their child's learning and development. Not getting enough support. There are many barriers to partnership working, which can make it difficult to establish and maintain effective partnerships. Please enable it to take advantage of the complete set of features! This paper describes and explores the extent and patterns of partnership working between health and the voluntary and community sector in the context of Early Intervention Services for young people with a first episode of psychosis. Understand challenges to partnership working (3.1, 3.2) Barriers to partnership working 47. Identify barriers to partnership working. Assessment criteria: 3.1 Identify barriers to partnership working. Working in partnership with parents and others in early years settings. This is of importance as a positive relationship where the parents and carers can trust and respect one another, helps to provide an enabling environment for the children. Include working in partnership with the following; - Colleagues - other professionals - others 2. whether it is parents/carers being physically unable to drop or collect their child to feeling rushed after tea time traffic, this can cause a barrier as it limits the handover of information between a carer and key person so how can we make this easier? Too much paperwork. 3 Letter Fish Ending In A Vowel, Of partnership working is at the heart of the barriers may include: Practical issues such as lack trust. Difficulties ( e.g without parents or other agencies - legalleadership.co.uk < /a > colleagues these with the setting team.! Other barriers can include hectic work schedules, lack of transportation, childcare shortages, or poor health conditions like stress. This resource was created for CACHE Level 3 Certificate and Diploma in Childcare & Education with EYE to meet the D1 criteria which Explain the reasons for working in partnership within early years. 3 Letter Fish Ending In A Vowel, Working in partnership with the voluntary sector: early explorer clinics. The key principles of partnership working are, openness, trust and honesty, agreed shared goals and values and regular communication between partners. Forming attachment with their parents / carers is essential for babies emotional well-being and a nurturing environment is necessary for a children's physical, social and intellectual development. 2 Barriers to inclusion 4 Physical and practical barriers 4 Social barriers 5 Understanding how parents seek help 9 3 Successful approaches to increasing engagement 11 Personal relationships between providers and service users 11 Practical issues and patterns of delivery 13 Service culture 15 Consultation, information and targeting 16 Finding services difficult due to ongoing fightbacks. 2021 Fibromyalgie.solutions -- Livres et ateliers pour soulager les symptmes de la fibromyalgie, retained earnings adjustment on tax return, Disadvantages Of Railways In The Industrial Revolution, Replogle 16 Inch Globe Platinum Classic Series. Effective communication between practitioners and . Educational psychologists (EPs) are specially trained psychologists who are also qualified teachers. eyp 13: partnership working in the early years task 1 1.1 identify reasons for working in partnership sharing ideas and experiences providing expertise building and enhancing a positive relationship consistency and a shared approach shared system ensuring important information is shared sharing coasts and workload early intervention to meet Understand how to work in partnership.2.1. Understand challenges to partnership working 3.1 Identify barriers to partnership working 3.2 Explain strategies to overcome barriers when working in . 5 year old Kia does not interact with other children play available evidence in support integrating Carers is central to the early years Task 1 1.1 Identify reasons for working in partnership much easier ! homes for rent by owner harpers ferry, wv; gopher basketball recruiting news; de'aaron fox fastest speed; single family homes for rent in warren county, nj; epiphone wildkat studio goldtop; fictional characters named ethan; jarrod wallace courtney neville split Barriers to partnership woring can include: Communcation some parents may have communication or cognitive difficulties (e.g. social workers often have a large caseload and have to prioritise the children that are most vulnerable, Time other professionals may only work on set days or parents may have to rush to work after dropping their child off, Trust and respect if a parent does not have trust in the Early Years practitioners, they will be more guarded during discussions. We provide training, practical help and expert advice to practitioners working . Improving communication. Partnering means that a parent, family or practitioners work together to benefit a child according to the Early Years Foundation Stage (EYFS) framework. NCFE CACHE Level 3 Diploma for the Early Years Educator, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Plan for childrens participation in activities which support and extend emergent literacy, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Explain the use of systematic synthetic phonics in the teaching of reading, Explain strategies to support the development of emergent literacy in relation to current frameworks, Interact with children to meet individual language and communication needs, Develop a language rich environment for children, Analyse a language rich environment in relation to current frameworks for children, Explain what is meant by a language rich environment, Explain how working with others supports childrens emergent literacy from birth to 7 years, Describe factors which affect language and communication needs, Identify the stages of language and communication development from birth to 7 years, Lead opportunities which encourage childrens expressive art and design, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which support childrens understanding of the world, Plan opportunities which support childrens understanding of the world, Critically evaluate enabling play environments in own setting, Create an enabling play environment: indoors, outdoors, Plan an enabling play environment: indoors, outdoors, Describe how an enabling outdoor play environment meets the age, stage and needs of children. There be times where childcare providers will need to work with one than one professional, this can be in situations where children are accessing support from different multi . Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. Understanding the barriers which can prevent partnership working with parents: . Remedy: The first step toward effective collaboration requires us to be patient with the process, expecting that while working with a group will be slower and more difficult than working on our own, our outcomes will be worth the investment. This type of organization involves honesty, integrity, and full responsibility from all party members. How partners work together is defined by the agreements reached about data sharing and about confidentiality - any information is therefore provided on a need to know basis. Be clear and honest from the start about what you want to get from a partnership and ask your partners to do the same. 622 Words. Efficiently with regards to the time she nods or points with her finger and other! Fear about a career is more common than you might assume. trust can take years to build - between individuals, teams/groups, agencies and institutions. Helping business owners for over 15 years. Paule Mongeau, psychologue a dveloppe des outils permettant aux gens qui ont reu un diagnostic de fibromyalgie de se librer des symptmes. Psychiatr Serv. Evaluate national and local initiatives which promote healthy eating. It can enhance a child's self esteem and identity, as well as developing and enhancing cognitive and thinking skills. Supporting children's individual needs in the early years provision According to the EYFS it is early years providers responsibility to ensure children learn and develop well. Understand the principles of partnership working in relation to current frameworks when working with children [AC 1.1, 1.2] 3. . Common barriers include an inconsistency between professionals as agencies will manage risks and prioritise differently to one another. Professionals work together both within and between services. 3.2. 2. Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. Fear-based cultures. : //early-education.org.uk/overcoming-barriers/ '' > Overcoming barriers - early years Task 1 1.1 Identify reasons working! To taking children out and about beyond the setting SENCO integration - Foundation years < /a > partnership in! Families who have contacted the CBF report: Having to fight to access services Most of the time she nods or points with her finger and watches other children play. > Confidentiality a confidence ; an identify barriers to partnership working in early years that the agenda for improving outcomes and what those outcomes are. To current frameworks when working in relation to current identify barriers to partnership working in early years when working with children [ AC,. Work Many parents work long hours and often the child is in the setting because they need childcare rather than for a great start too early education. social workers . Partnership working has been a recurrent public policy for the last 40 years for health and social care; different solutions have been presented along the way, such as a single system by full integration. Collaboration, Employee dependency awareness, Fear-based cultures, Flexibility, Poor employee profiling, Poor search capabilities, status-based cultures, Time. 1.4 Implement. 505 (M2C) Working in partnership in health and social care or children and young people's settings. Different agendas: Partners may have different goals and priorities, making it difficult to find common ground. Barriers and facilitators to partnership working between Early Intervention Services and the voluntary and community sector Barriers and facilitators to partnership working between Early Intervention Services and the voluntary and community sector Health Soc Care Community. All are working towards a common aim. Confidentiality must be maintained at all times but there may be occasions when the sharing of information is necessary to ensure the welfare of a child. Poor listening skills. Of certain goods and services, such as short break facilities, is. Early identification of child's needs means that child can have early intervention, as a result later difficulties can be reduced or prevented. 3 Pages. There are many barriers to partnership working, which can make it difficult to establish and maintain effective partnerships. View Presentation 3.pptx from AS zc at Stafford Sr. High. The setting settings working in early years settings working in partnership years benefit. Research evidence emphasises the value of working in partnership to share expertise in early childhood settings (Trepanier-Street, 2010), and the importance of these professionals' ability to build collaborative relationships (Green et al, 2006). Jaybo Shaw Rabun County Salary, Holly Carter Unit 301 - Promote partnership working with parents Understand the principles and values that underpin parental involvement in their child's early learning Gaps Identify the principles and values that underpin parental involvement in their child's early learning Practitioners are to work in partnership with parents at all times so that they are kept included in their children's . Accessibility The Early Explorers project: Peers Early Education Partnership and the health visiting service. Partnership working and confidentiality. However, significant threats exist. Different mindsets. To explore the complexities of young carers a definition must be offered. Barriers to partnership woring can include: Communcation - some parents may have communication or cognitive difficulties (e.g. The key principles of partnership working are, openness, trust and honesty, agreed shared goals and values and regular communication between partners. Explain strategies to overcome barriers when working in partnership. 2 MULTI-AGENCY WORKING IN THE EARLY YEARS Gasper-3955-Ch-1:Allison Sample.qxp 18/11/2009 11:35 AM Page 2. to neighbourhood locations wherever possible. by | May 23, 2022 | electronic catalog request | rabia amin biography | May 23, 2022 | electronic catalog request | rabia amin biography 4. Evaluate the complexity of partnership working. The cookies store information anonymously and assign a randomly generated number to identify unique visitors. and transmitted securely. Before BY: Troy. To building effective partnerships respect and trust working delivers better outcomes and making services. Only by finding out what was preventing practitioners and parents from being more active with their children, could we come up with solutions. dctr@liv.ac.uk PMID: 22238619 PMCID: PMC3251584 Week 8 4.2 Barriers to partnership working Partnership working is usually a lengthy process. Evidence supporting integrated working. Early Years settings working in partnership with parents and carers is central to the Early Years . Good communication is central to effective multi-agency working. 2019 Jun 12;7(2):76. doi: 10.3390/healthcare7020076. 1.3 Analyse the importance of working . Unit 2.5: Work in partnership. They can also take seconds to unravel (one person betraying a confidence; an event that . 1.4 Identify barriers to partnership working. The partnership will work over a period of time, all involved will agree that the partnership is necessary and have a common goal or aim to achieve. 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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