What does the EYFS say about observation assessment and planning? This cookie is set by Casalemedia and is used for targeted advertisement purposes. They can also see what the childs interests and what they are not so interested in so that they can help plan to support for the childs future. This category only includes cookies that ensures basic functionalities and security features of the website. The Benefits of Keeping Good Records in Nurseries - Nursery In a Box The milestones could be where they should be for the childs age, below or above what they are suppose to be. If the child has a delay in an area of development then the practitioner can see if the child needs additional support and if they find out that a child has a delay from a young age then practitioners can help support them as soon as possible to help support further delays when the child starts school. Reasons for maintaining accurate and coherent records which include an explanation of : clarity of information to inform others legal requirements support for informed decisions/future planning. "The Black and Crazy Blues" (played in its entirety for the procession). Before observing a child, practitioners need to know that the child may become distracted during the observation. Find out more You can purchase resources to help you keep accurate and up-to-date records from the Alliance shop. Essays on Explain Reasons For Accurate And Coherent Record Keeping You should use this information to answer questions IN YOUR OWN WORDS. Observations can only be done on a child if the members of staff have consent from the childs parents and they should also be asked if they would like to have a copy of the record of the child given to them after the child has be observed. By doing this it will make the planning easier for the separation and to help the transition go the way they wish for it to go. You should not include your personal feelings or opinions. This method involves factual accounts of events that have taken place. Setting a regular time and routine for completing documentation can help to ensure things are not missed. These cookies track visitors across websites and collect information to provide customized ads. reasons for maintaining accurate and coherent records legal requirements 2.5lo1 - SlideShare Necessary cookies are absolutely essential for the website to function properly. reasons for maintaining accurate and coherent records legal requirements ojr school board candidates 2021; specialized diverge e5 elite 2018. for rent by owner santa rosa, ca; jeff francoeur salary; guilford county elections 2022 Dietary Requirements: Nutritional Restrictions - UKEssays.com Image Based Life > Uncategorized > reasons for maintaining accurate and coherent records legal requirements Warning: The information on this website has been written by a robot as part of test we are carrying out to test the viability of using Artificial Intelligence in an Academic arena. There are a number of reasons for keeping records of assessments of . "Accurate records" also means the hourly rate of contribution and costs paid for fringe benefits and whether the contributions and costs of the fringe benefits were paid into a fund or paid . The cookie is used to collect information about the usage behavior for targeted advertising. APPROVAL Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. In the evaluation the practitioner writes down a summary of the whole observation giving short details of what the child had done. Two of the principles of good record keeping from the nursing and midwifery council 2009, suggests all handwriting should be legible and records should be accurate and recorded in such a way that the meaning is clear. For example if a child does not like getting messy but they like playing with cars you could put the cars in the paint and they could paint with the cars. These guidelines are written for adult care workers and aim to explain best practices for handling information including record maintenance, storage and security. Therefore, all should know where the records are kept and how to gain access to them, and should be able to contribute to them where necessary. reasons for maintaining accurate and coherent records legal requirements. Moncton Economic Development; Ncsa Age Group 2021 Qualifying Times; Tanner Allen Mlb Draft Contract; Mitragynine And 7 Hydroxymitragynine; Daniel Arms Oklahoma State Trooper; reasons for maintaining accurate and coherent records legal requirements It appears to be a variation of the _gat cookie which is used to limit the amount of data recorded by Google on high traffic volume websites. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. The legal requirements for the keeping of records are set out in Regulation 20 of the Health and Social Care Act 2008 (Regulated Activities) 2010. This may mean slowing down your writing or writing in block capitals to ensure clarity. Legal requirements; Support for informed decisions/future planning; . There are a number of reasons why children may have special dietary requirements. meet legal requirements or respond to Freedom of Information or Subject Access Requests; and. Observation, assessment and planning all support a child's development and learning . They should be completed in private with no risk of being observed by unauthorised individuals. Discussion must include ways to gather information about childrens individual needs, interests, and stage of learning and development to support planning including: Our experts will write for you an essay on any topic, with any deadline and requirements from scratch, Child Observation, Assessment and Planning Narrative Essay. Describe any special feature of different storage systems that help to ensure security. A formal record of welfare concerns, which could include child protection issues, must always be completed by staff, irrespective of their role in the setting. They will need to look at the childs individual needs to see if the child is making progress from their last observation and see if they are at the right milestones for their age, above or below where they should be. The notes written need to be brief and precise and above all else, valuable to those who will use them to inform planning. Service users benefit from this in a variety of ways. For example, from good recording, practice care staff and service users will be clear about what is needed, and misunderstandings and mistakes become less likely. Lahore, Pakistan 0092 (42) 37304691 info@sadiqindustries.com. Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. 404 Page Not Found | This could be that the child does not want to participate as they are shy around adults they do not know but they could also become distracted and want the unfamiliar adult to watch what they are doing or the child could be interested in what the unfamiliar adult is doing and not do what the observer wants them to do. The child`s record is usually created from notes taken during a visit or interview, and these can be used directly or because of the fact that this information is included in a . The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". Early years educator level 3: qualifications criteria - GOV.UK This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. shorewood intermediate school staff; where was hunters in the snow painted When practitioners know about different theorists it can help them to understand how children learn, think and behaviour. Record keeping - Health and Care Professions Council In addition, religious, cultural and social requirements (such as not eating pork for Muslims or being vegetarian) may also dictate what a child can and cannot eat. Description must relate to the relevant professional skills required when observing children in order to: For practitioners to have an effective observation on a child, they need to be able to listen clearly to what the child says and be able to see what they are doing in order to have an accurate observation. These cookies can only be read from the domain that it is set on so it will not track any data while browsing through another sites. Keeping records LO5. How observations are used for early years intervention: When practitioners are observing children, they may find that they have a concern about the child in the settings development for example the child may not be at the right milestones as they are struggling with areas of their development. The cookies store information anonymously and assign a randomly generated number to identify unique visitors. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. If others cannot read the records you write then they will not be of any use. The information needs to have neat hand writing and it should be easy to read to avoid spelling and grammar mistakes. Observations that reviews the environment, helps practitioners to know what they have to do to provide an enabling environment for both children and staff. If children have a change in their day to day routine then children may become unsettled because theyll have to adjust to a new routine. Knowing what the child is interested and what they are not interested in helps the practitioner to know what to plan for the childs next steps. Posted on June 8, 2022 ; in pete davidson first snl episode; by Accurate and coherent records must be correct, must be about the individual child's interests planning this is important because it allows practitioner and professional to gather a picture of the child. When they are observing they should also consider the well-being and safety of the child and if it is going to affect anyone else, this is because it may upset others because a parent may not want information to be shared about their child as it may cause them to be embarrassed and may upset them. Practitioners could stop this from happening by waiting for the adults to go to avoid distractions from happening or take the child away from the unfamiliar adult so that the practitioner is able to observe the child without the child becoming distracted. Ptlls. Charity; FMCG; Media shredded). The Regulation does not spell out what records are required for management purposes. This helps the child to develop their creative development. Business Conduct Policy | Coherent stickman swing cool math; ufc gym plantation; how to send certified mail with return receipt; bronwydd house porth history They then will write down what they have learnt from doing that observation and how it has helped them to understand childrens development more. tidelands health the bridge. Old documents could result in a member of staff performing tasks that are no longer required and possibly even harmful to an individual (e.g. So before the practitioner observes the child they should make sure that the child has had plenty of sleep and has had something to eat in order to gain better results of the child during the observation. This is why it is important that observations are done accurately in order to plan to meet childrens individual needs. PDF BEST PRACTICE Setting the record straight - early years alliance Within a written piece of work: Checklist of evidence required Written evidence Criteria covered by this task: Unit/criteri a reference To achieve the criteria you must show that you are able to: U14, 5.1 Analyse the importance of maintaining accurate and coherent records in relation to partnership working for; children, the setting's . Blue Funeral Song Old SchoolComforting funeral songs We'll Meet Again Accurate records Definition | Law Insider This cookie is setup by doubleclick.net. June 22, 2022 . mcdonalds garfield mugs worth When working with the parents they will probably give you suggestions on how to support their child with their development. This means that when practitioners are observing they should refer to a child as child A or child B and use have a side note as to what their actual name is in order to keep the child safe. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. This could be that they will have to change resources in the setting to encourage both boys and girls to play with. 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. June, 2015 In the first in a four-part series of articles on record keeping, Chris Payne provides guidance on the legal requirements. For example they need to know that they have to write accurately what the children do and not what they think the child has done. For example if the practitioner notices that after they do a few child tracker observations on the children and the biggest area which is the book corner has smallest amount of children in it and the smallest area which is the dressing up area has the most children in, they will swap the book corner and the dressing up corner around. Taken as a whole, the Regulation lays the basis for a record keeping system that, to be legally compliant, requires care providers to pay attention to all relevant aspects, as stated in Regulation 20 and the accompanying guidance found in Outcome 21: Records of the Care Quality Commissions Guidance about Compliance: Essential Standards of Quality and Safety. Best practice would be for educational settings to use a consistent welfare concern form. It is the policy of Coherent to maintain the highest standards of integrity, honesty and fairness to all persons, business organizations. It is essential that all records are 100% accurate. Records provide important data about each child's development and progress over time, which can be used to assess their individual needs and plan . Ultimately if no record is made, the law may consider the events not to have happened. date and time of their visit recorded. reasons for maintaining accurate and coherent records legal requirementswhat to do when your doctor lies to you. As we all know, contemporaneously developed accurate documentation is becoming increasingly more important in our daily work. This website uses cookies to improve your experience while you navigate through the website. The first part of the Regulation explains why records are needed providers who do not have relevant information will jeopardise the health, well-being and safety of their service users, who then will not benefit from the services provided. The cookie is set by CasaleMedia. To achieve the criteria you must show that you are able to: A discussion of the need for confidentiality to include: valid reasons for maintaining confidentiality, appropriate sharing of information gained from observations. Once you have finished reading or updating, the records should be returned to their secure storage immediately. You should also ensure that nobody can overhear you when talking about personal information. Here are some different types of observation methods that will help the needs of early childhood development: Anecdotal records. Ensuring that you record information as soon as possible helps with accuracy because the information will still be fresh in your mind. Record keeping: other retention requirements, Record keeping: freedom of information issues, Record keeping: retention of care records, Digital technology and relatives portals. They may be required in an emergency. 3.2 Identify care services which can be used to help children and young people. Analytical cookies are used to understand how visitors interact with the website. The information on this page was automatically generated by a computer program. Records should be completed as soon as practicably possible so that it is fresh in your memory and should be kept up-to-date. All samples were added by students. 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 Records must be accurate and coherent. Any errors should be clearly marked by putting a line through it and initialling and all forms should be completed Pro-forma. Explain how to maintain records so that they are up-to-date, complete, accurate and. Only authorised people will have access to them because only they will have the key. reasons for maintaining accurate and coherent records legal requirementsbolsa thinks they should find According to the EYFS (2012) pg 3 they state that people should Observe children as they act and interact in their play, everyday activities and planned activities, and learn from parents about what the child does at home (observation). 10 Jun. meross smart switch manual; triple crown softball world series 2022. It is used to persist the random user ID, unique to that site on the browser. No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. Prepare a set of guidelines to remind social care workers of best practices in handling information. The Benefits of Accurate Record Keeping. For example boys may be the only people who play in the construction area, which means that the practitioner will need to come up with a way to encourage girls to play in the construction area. Electronic records should be stored securely as well with password protection and permissions so that only authorised personnel can access them. Effective Practice: Observation, Assessment and Planning. Bookpoint Ltd. Abingdon Oxon page 332/186, Syntax Error, OFhttps://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf. On the record: The importance of good record keeping Practitioners can support the assessment of childrens progress by doing an evaluation of how the observation went. Describe how to ensure security when reading or making entries into records. 2016 Key stage 2: assessment and reporting arrangements (ARA) Doing an observation on a child helps to plan to meet their individual needs, so in order for the practitioner to be able to plan for the individual childs needs it needs to be done accurately. This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. Running records. This cookie is set by Google and stored under the name doubleclick.com. 48 Vitosha Boulevard, ground floor, 1000, Sofia, Bulgaria, Samploon, Inc. 2022. Reasons for maintaining accurate and coherent records must include an explanation of: This is the information for record keeping should be kept clear and easier for the parents and professionals to be able to read it. 7 Reasons You Need to Keep Accurate Records for Your Business The assessor also needs to consider if the evidence is compatible with the learning programme and required assessment outcomes and whether the evidence is contextualised. In 20 (2), it requires any record, paper or electronic, to be kept securely, but in a place where it can be accessed promptly when needed. wilbraham primary school term dates. 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.

Alphabetical List Of Names On The Vietnam Wall, Beth Hall Wwny Husband, Stacey Schieffelin Net Worth, Articles R