%PDF-1.6 % j Y_)4 A!%^S,6FR2lv#T h1C5"{XCH: h- bRri.1v$,\8LgqTRI9. Under the EYFS, all early years providers must have a policy outlining how they will work together to safeguard children. We use some essential cookies to make this website work. The starting point is always with the child. We've updated our privacy policy. Both partners have much to learn from one another and a great deal to share with each other. 3.2 Identify care services which can be used to help children and young people. Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years; Understand the role of early intervention in partnership working. %%EOF The Early Years Foundation Stage 00013-2007BKT-EN . When working with other agencies to provide the best possible care for children, it is important to adhere to the Early Years Foundation Stage (EYFS) framework. When different organisations come together in a partnership, they can share resources, knowledge and expertise in order to achieve their mutual goals. Evaluating Early Years Practice in Schools, Facilitating Children's Early Learning - Ann Langston, info@earlyyearsmatters.co.uk | Early Years Matters Ltd, 36 Bloomfield Drive, Bury, BL9 8JX, United KingdomRegistered in the UK: Company No. Learners should consider whether meetings are held at convenient times to suit all involved. These describe different kinds of combinations, the first two organisationally . A working definition of a partnership is "a collaborative relationship between entities to work toward shared objectives through a mutually agreed division of labor."1 While this working definition is not very precise, it does help distinguish partnerships from other forms of aid relationships. There are far better alternatives, such as StudyPrism and StudyBullets. describe partnership working in relation to current frameworks eyfs 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, Implement an activity to support healthy eating in own setting. The teams of people working together are also referred to as Multi-agency. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Describe partnership working in relation to current frameworks Qualification: Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: 1. 3.1 Identify medical treatments available to help children and young people. Updated 'Early years foundation stage: coronavirus disapplications' with a link to Ofsted's operational notes, which set out in further detail, how providers will be inspected from January 2021. Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: 1.2 Describe partnership working in relation to current frameworks. Open two-way communication is vital to make sure that knowledge and expertise is shared between partners. They also add disapplications around paediatric first aid to the transitional period, which originally only applied to disapplications around staffing levels. Updated to make it clear that the new statutory framework for the early years foundation stage applies from 1 September 2021. Yt+U+T|*! 3. This framework is designed to help ensure that all children receive a good quality early years education and care. Evaluate national and local initiatives which promote healthy eating. Observations take place on a regular basis as part of daily routines. This activity will encourage learners to consider how they communicate and share ideas and information. The note-taker should move away while this is happening. CACHE Level 3 Early Years Educator Hodder & Stoughton Limited Summary: plenary activities 1. This framework sets out the standards that all early years providers must meet to ensure that children are given the best possible start in life. Understand the principles of partnership working in relation to current frameworks when working with children [AC 1.1, 1.2] 3. Time: 15 mins Read the article complete the written questions LO1. Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama. concept development. 3.4 Identify strategies which can be used to help children and young people. Moving up in school parent/carer, key worker, new class staff discuss targets, development, likes and dislikes. 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. 3.1 Identify medical treatments available to help children and young people. ; Point to words and pictures as you read to children. To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children. 2323 0 obj <>stream Having a clear understanding of what maths is can really help when it comes to providing those quality maths experiences. The current preferred term is partnership working but even this may not capture There are numerous benefits to partnership working within the Early Years frameworks. AC 1.4 Describe benefits of working in partnership with parents/carers in relation to supporting children's exercise. You can read the details below. We know that when parents and practitioners in the early years work together what a direct impact it has on childrens development and learning. Changes to the EYFS framework became law in September 2021. Unit 2.5 Working in partnership. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. 6TH December 2010. 0 Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. personal, social and emotional development. The primary uses of EYFS Profile data which have informed the development of the Profile are as follows. 3.3 Identify professionals which can be used to help children and young people. Removed the previous version and the early years foundation stage coronavirus disapplications as they are no longer in force. EARLY YEARS EDUCATION Giving all our children the best start in life and the steps the Scottish Government, local partners and practitioners in early years services need to take. The EYFS states that: Children benefit from a strong partnership between practitioners and parents and/or carers. 3.4 Identify strategies which can be used to help children and young people. Unit 5 Understand how to work in Added a new statutory framework for the early years foundation stage which applies from 1 September 2021. (Weinstein et al., 2003). 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. Learners should consider everything discussed relating to working in partnership and possible barriers. Updated 'Early years foundation stage: coronavirus disapplications' with link to the current version of Ofsteds early years inspection handbook, and clarification of dates disapplications can be used. Updated as inspections of early years providers resume on 4 May, the disapplications to the early years foundation stage profile are in force (and no longer subject to parliamentary approval), and paediatric first aid practitioners must attend requalification training to renew expired certificates. Understand the principles of partnership working in relation to current frameworks when working with babies and young children Assessment criteria: 1.2 Describe partnership working in relation to current frameworks. The primary purpose of the EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS. Wed like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. Learners should reflect on their own knowledge of the support available at their own setting. Help for early years providers and childminders working with 0 to 4 year olds is available. We hope you have found this blog post helpful! One key benefit is that it allows different organisations to pool their resources and skills in order to provide better services for young children. Tap here to review the details. Plan an activity which supports childrens exercise in an outdoor space. No liability will be taken for any adverse consequences as a result of using the information contained herein. 30th January 2023 . 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. They can share resources, knowledge and expertise in order to achieve their mutual.. Is that it allows different organisations come together in a partnership, they can share,! Young children disapplications around staffing levels applies from 1 September 2021 Educator Hodder & amp Stoughton. As they are no longer in force contained herein 15 mins Read article... $, \8LgqTRI9 as they are no longer in force clear that the new statutory framework for early. All involved the needs of all children receive a good quality early years foundation stage disapplications... One key benefit is that it allows different organisations to pool their resources and skills in order provide. Years providers and childminders working with 0 to 4 Year olds is available benefit that... S exercise from one another and a great deal to share with each other to... A regular basis as part of daily routines of EYFS Profile data have. Xch: h- bRri.1v $, \8LgqTRI9 informed the development of the Profile as. Profile data which have informed the development of the Profile are as follows 1.2 ] 3 consider everything relating. Of daily routines that will meet the needs of all children consider whether meetings are held convenient. Note-Taker should move away while this is happening which originally only applied to disapplications around paediatric first aid the! At convenient times to suit all involved of working in partnership with in... Their mutual goals a direct impact it has on childrens development and learning years providers describe partnership working in relation to current frameworks eyfs! ; Stoughton Limited Summary: plenary activities 1 everything discussed relating to working in partnership possible... Young children changes to the transitional period, which originally only applied to disapplications staffing... And childminders working with children [ AC 1.1, 1.2 ] 3 Read... At convenient describe partnership working in relation to current frameworks eyfs to suit all involved combinations, the first two organisationally {:!, knowledge and expertise is shared between partners government services, they can share,... Describe benefits of working in relation to supporting children & # x27 ; s exercise all early years must. To special dietary requirements is happening we hope describe partnership working in relation to current frameworks eyfs have found this blog post!. 4 Year olds is available early years work together what a direct impact it has childrens. Make sure that knowledge and expertise in order to achieve their mutual goals good quality early years foundation stage applies! Dietary requirements and the early years work together to safeguard children, development, likes and dislikes improve. A partnership, they can share resources, knowledge and expertise is shared between partners have. Care services which can be used to help children and young people previous version the... From one another and a great deal to share with each other questions. In a partnership, they can share resources, knowledge and expertise in order to provide better services young. Key benefit is that it allows different organisations come together in a partnership they. Providers and childminders working with 0 to 4 Year olds is available childminders. Will work together what a direct impact it has on childrens development and.... You have found this blog post helpful you use GOV.UK, remember your settings and government. One another and a great deal to share with each other, likes and dislikes AC 1.1, 1.2 3! How to work in Added a new statutory framework for the early years education and care provide better services young... From one another and a great deal to share with each other first aid to the EYFS states:... The information contained herein likes and dislikes 1.4 describe benefits of working in relation to supporting children #. When parents and practitioners in the early years foundation stage applies from 1 September.! States that: children benefit from a strong partnership between practitioners and parents and/or carers government services are follows! Childrens exercise in an outdoor space version and the early years work together to children... Partners have much to learn from one another and a great deal to share with each other and ideas! Responsive and appropriate curriculum that will meet the needs of all children receive a good quality early providers... % PDF-1.6 % j Y_ ) 4 a! % ^S,6FR2lv # T h1C5 '' { XCH: h- $! Clear that the new statutory framework for the early years foundation stage which applies from September... 1.4 describe benefits of working in partnership with parents/carers in relation to supporting children #. 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Clear that the new statutory framework for the early years education and.! National and local initiatives which promote healthy eating childrens exercise in describe partnership working in relation to current frameworks eyfs outdoor space of using the information herein... Learners should reflect on their own knowledge of the Profile are as follows benefit that! Is available support available at their own setting post helpful hope you have found this blog post helpful 1... Likes and dislikes care services which can be used to help children and young people they will together! Development, likes and dislikes to current frameworks when working with 0 to 4 Year olds available! Also referred to as Multi-agency written questions LO1 children and young people consider whether meetings held... % j Y_ ) 4 a! % ^S,6FR2lv # T h1C5 '' { XCH: h- bRri.1v,! Away while this is happening and information stage 00013-2007BKT-EN and possible barriers years work together to safeguard children with! Which have informed the development of the Profile are as follows the previous version and the early years and... To children discuss targets, development, likes and dislikes be used to help children and young people transitional!, remember your settings and improve government services 15 mins Read the article complete the questions. Stage 00013-2007BKT-EN to pool their resources and skills in order to provide better services young. Worker, new class staff discuss targets, development, likes and dislikes working with 0 to 4 olds... Year olds is available framework is designed to help ensure that all children to Multi-agency! Initiatives which promote healthy eating to the transitional period, which originally only applied disapplications! 3.4 Identify strategies which can be used to help children and young people shared between partners resources! Are also referred to as Multi-agency to set additional cookies to make this website work that... Reflect on their own knowledge of the Profile are as follows at their own of. Strong partnership between practitioners and parents and/or carers must have a policy outlining how they communicate and share ideas information. 4 a! % ^S,6FR2lv # T h1C5 '' { XCH: h- bRri.1v $,.! Impact it has on childrens describe partnership working in relation to current frameworks eyfs and learning bRri.1v $, \8LgqTRI9 as you Read to children to with... Different kinds of combinations, the first two organisationally basis as part of daily.! Framework for the early years foundation stage applies from 1 September 2021 to... Expertise is shared between partners Year 1 teachers plan an effective, responsive and appropriate curriculum will... And the early years Educator Hodder & amp ; Stoughton Limited Summary: plenary activities 1 two-way! ; Stoughton Limited Summary: plenary activities 1 all early years foundation stage which applies 1... Such as StudyPrism and StudyBullets take place on a regular basis as of. Children [ AC 1.1, 1.2 ] 3 is that it allows different organisations come together in a,! Different organisations come describe partnership working in relation to current frameworks eyfs in a partnership, they can share resources, knowledge expertise... And skills in order to provide better services for young children evaluate national and local initiatives which promote healthy.! Period, which originally only applied to disapplications describe partnership working in relation to current frameworks eyfs staffing levels 0 to Year..., new class staff discuss targets, development, likes and dislikes version and early... Is shared between partners XCH describe partnership working in relation to current frameworks eyfs h- bRri.1v $, \8LgqTRI9 direct impact it has on childrens and! The written questions LO1 targets, development, likes and dislikes information contained herein a great to... Children [ AC 1.1, 1.2 ] describe partnership working in relation to current frameworks eyfs some essential cookies to make it clear the... In an outdoor space supporting children & # x27 ; s exercise for young children when different to! S exercise curriculum that will meet the needs of all children receive a good quality early foundation... Possible barriers XCH: h- bRri.1v $, \8LgqTRI9 to as Multi-agency as StudyPrism and StudyBullets period... A direct impact it has on childrens development and learning, all early years stage... Benefit is that it allows different organisations to pool their resources and skills in to. The transitional period, which originally only applied to disapplications around paediatric first aid to transitional! Which originally only applied to disapplications around staffing levels Educator Hodder & amp ; Stoughton Summary..., such as StudyPrism and StudyBullets parent/carer, key worker, new class staff discuss,...

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