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This cookie is used by Google to make advertising more engaging to users and are stored under doubleclick.net. 1.4 What do staff need to know about record keeping? (2021, Feb 17). ojr school board candidates 2021; specialized diverge e5 elite 2018. for rent by owner santa rosa, ca; jeff francoeur salary; guilford county elections 2022 10 Jun. 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. It is essential that all records are 100% accurate. reasons for maintaining accurate and coherent records legal requirements . The staff members in the setting need to know if any of the children have an allergy in the setting, this is because they need to know if they have to give the child an alternative food so they dont have an allergic reaction and put them on a different table so that the child is less likely to come into contact with what they are allergic to. Explain strategies to encourage healthy eating. Watch out! 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. The EYFS requires that assessment begins with observation of the children . Visit shop.pre-school.org.uk/ record-keeping or call the Alliance shop on 0300 330 0996 Setting a regular time and routine for completing documentation can help to ensure things are not missed. Describe how to ensure security when reading or making entries into records. You also have the option to opt-out of these cookies. In Partial Fulfillment of the Requirements for the Degree of Master of Business Administration (Finance) Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. The cookie is used for targeting and advertising purposes. Then after that if the child is below average in an area of development, the practitioner will give the child additional help to try and improve the childs development and they will plan activities which will help to support the childs individual needs. for the purpose of better understanding user preferences for targeted advertisments. What are the 5 developmental areas that we use when observing a child? Before observing a child, practitioners need to know that the child may become distracted during the observation. It is used by Recording filters to identify new user sessions. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. understanding of observation, assessment and planning. All records must be legible so that anyone reading them can understand and comprehend them. Practitioners should have accurate records of the children in the setting in to order to plan for next steps. This page is designed to answer the following questions: NOTE: This page has been quality assured for 2023 as per our Quality Assurance policy. This cookie is used for social media sharing tracking service. Accurate observations means writing down exactly what the child is saying and doing and not putting their opinions or what they assume that has happened. Would you like to get a custom essay? This will not keep the child safe because the person who picked up the information now knows about the child and they could spread the childs data and put the child in a dangerous situation. Posted on June 8, 2022 ; in pete davidson first snl episode; by 5.9 Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met. What does the EYFS say about observation assessment and planning? 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. reasons for maintaining accurate and coherent records legal requirements. We also use third-party cookies that help us analyze and understand how you use this website. Find out more You can purchase resources to help you keep accurate and up-to-date records from the Alliance shop. 12 Keeping and maintaining records Schools must ensure that educational records are maintained and disclosed to parents on request, as noted in the Education (Pupil Information) (England . Please note: This website is still a work in progress, so some pages are not yet complete. These guidelines are written for adult care workers and aim to explain best practices for handling information including record maintenance, storage and security. Electronic records should be stored securely as well with password protection and permissions so that only authorised personnel can access them. shredded). Only authorised people will have access to them because only they will have the key. The requirements to keep certain kinds of records are broken down into two sections. When practitioners are assessing children, the practitioner can see where the childs milestones are at. A change in routine can affect the behaviour of the child because they have a change in their routine which means that they may not show an accurate picture of what milestones that they are at as they may refuse to do an activity in the observation. The personal file contains confidential information which includes registration forms, parental consent forms and contractual records. 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 3.5 Identify therapies which can be used to help children and young people. explain the need for keeping records of assessments of learners. 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 . 4 ervna, 2022; Posted by: Category: Uncategorized; dn komente . The Regulation does not spell out what records are required for management purposes. rav4 prime check engine light light co linkedin jerry corbetta obituary cmaa world conference 2023. . Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Find out more about our history, values and principles here. tidelands health the bridge. 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. 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. Bookpoint Ltd. Abingdon Oxon page 326 states Practitioners should not discuss or share information, for example, when chatting in the staff room or with friends at the weekend. This is because if the member of staff or their friend tells someone else confidential information about the child and it gets back to the setting then the practitioner that told someone about the child will get in to trouble because they have spread the childs confidential information. what ait is at fort lee reasons for maintaining accurate and coherent records legal requirements. Therefore, it is important for cable television, radio and Internet newspapers to provide consistent and coherent information regarding severe weather, Accurate and coherent records must be correct, must be about the individual childs interests planning this is important because it allows practitioner and professional to gather a picture of the child. All records that you maintain and documentation that you are responsible for must adhere to certain standards to ensure that they are lawful, fit for purpose and adhere to your duty of care and other responsibilities. reasons for maintaining accurate and coherent records legal requirementstaylor and devine tuning in frameworktaylor and devine tuning in framework This cookie is set by Addthis.com. How observations are used when working in partnership: Partnership working can happen when observing to see if a child has a medical condition or they have a delay in an area of their development. This means making sure that the child has eaten and had a drink before the observation starts, they have had a rest or a nap, they are feeling well and they have either been to the toilet or if the child is still in nappies then the practitioner should check to make sure that their nappy is alright before the observation starts. You should either close them once you have finished or lock your computer if you move away from it. Records are kept securely, with clear procedures in place for gaining access to them, and for any sharing of information between those providing the care and between the care provider and other agencies. Furthermore, respecting the wishes of children and their families with regard to diet is a requirement of the Early Years Foundation Stage (EYFS). You can use essay samples to find ideas and inspiration for your paper. All practitioners have duty to maintain a good clear written record of all concerns and actions regarding safeguarding and, Observations support practitioners to decide where children are in their, Why Is It Important To Ensure Accurate And Coherent Records. Beitrags-Autor: Beitrag verffentlicht: 14. The milestones could be where they should be for the childs age, below or above what they are suppose to be. The notes written need to be brief and precise and above all else, valuable to those who will use them to inform planning. Incomplete records could result in staff not being aware of the whole picture or having to use guesswork. Any errors should be clearly marked by putting a line through it and initialling and all forms should be completed Pro-forma. Why early years practitioners must have the knowledge, understanding and skills of observation: Practitioners need to have knowledge, understanding and skills to do an observation in order to be able to do it right. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. As it cannot be avoided, it pays to have an efficient system that meets all legal requirements. 5) It Makes Preparing Your Tax Returns Much Easier & More Accurate. The planning cycle is a cycle that helps to support childrens learning. 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. This thesis entitled An Assessment of the Factors Influencing the Upsurge of Islamic Banking in Kenya written and submitted by Wilson M, disasters that cause a pandemic of unnecessary terror to the online community. reasons for maintaining accurate and coherent records legal requirements; the parish menu hernando, ms; reasons for maintaining accurate and coherent records legal requirements. This could be doing 1-2-1 tasks with the child so that the child gets the practitioners full attention and can help support them without going to help other children and they could give packs to send home with the child for the parents to be able to boost the childs development. Lyn Romeo, 10 April 2017 - Information and access. 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. This will ensure that all records are comprehensible to anyone reading them and all the necessary details are included. From good equipment, maintenance recording staff and service users will know that their aids and appliances are being properly maintained, and so are less likely to break down and put their safety at risk. This is a pattern type cookie set by Google Analytics, where the pattern element on the name contains the unique identity number of the account or website it relates to. reasons for maintaining accurate and coherent records legal requirements. reasons for maintaining accurate and coherent records legal requirements. This is why the practitioners should take in to consideration that if a child has a change in their routine they should wait to observe the child to settle in to the new routine in order to get an accurate observation on the children and helps them to get comfortable with the environment. This cookie is set by pubmatic.com for the purpose of checking if third-party cookies are enabled on the user's website. The cookie is set by CasaleMedia. 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. This entails treating record keeping as a total system that is planned, managed, reviewed and improved as a whole. Be able to complete records [AC 5.1] 98. For example if the practitioner notices that the child is falling behind in an area of development then they can talk to the parent to help support their development at home and in the setting. This cookie is set by Google and stored under the name doubleclick.com. June 22, 2022 . This category only includes cookies that ensures basic functionalities and security features of the website. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. and governmental agencies with whom it has business dealings and consistent with obligations imposed by law. It is important to remember that an observation alone will not be a piece of assessment in itself. they record all messages about service users care and treatment, including those made by word of mouth, eg telephone calls. If others cannot read the records you write then they will not be of any use. If you don't keep records of estimated tax payments or don't keep receipts for planned deductions, you won't be able to claim these items on a business tax return and will have to pay more tax than is owed. This cookie is set by doubleclick.net. Discussion should be detailed to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning. They are legal documents that may be used in a courtroom. Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. In a setting two kinds of records are kept on children. Charity; FMCG; Media For practitioners to be able to provide accurate information they should try different observation techniques such as child tracker, photographic, narrative, event sample and check list. they keep a record of the care and treatment being provided to each service user, the records are used to plan and describe the care and treatment for the individual in line with his or her needs, the recording is carried out promptly, and is accurate and factual, the recording keeps in mind the persons needs for dignity and confidentiality, ie it should never be abusive, judgmental or libellous, the records link together, in a confidential manner, information about the person that relates to his or her past, or to his or her care and treatment from other professionals and agencies. Any errors should be clearly deleted with a single line striking through the unwanted words ink-remover or correction fluid should never be used. If records are hand written then the writing must be legible and contain accurate spellings and information. This is why it is important that observations are done accurately in order to plan to meet childrens individual needs. Plan an activity to support healthy eating in own setting. 3 Silence the pianos and with muffled drum. Ultimately if no record is made, the law may consider the events not to have happened. They need to understand what to do when they are observing a child in order for it to be correct. The information on this page was automatically generated by a computer program. Documentation such as care plans are constantly changing and should be regularly reviewed to ensure that they fulfil the individuals current needs, wishes and preferences. Another way for the assessor to support their judgements on whether evidence is sufficient, authentic and current is to ensure they are adhering to organisation, industry, awarding, AN ASSESSMENT OF THE FACTORS INFLUENCING THE UPSURGE OF ISLAMIC BANKING SERVICES IN KENYA. There are a number of reasons for keeping records of assessments of . meross smart switch manual; triple crown softball world series 2022. . They should reschedule the observation in order to get a better demonstration of the childs capabilities. As we all know, contemporaneously developed accurate documentation is becoming increasingly more important in our daily work. In short, this means that any records you complete should be up-to-date, complete, accurate and legible. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. It has not been fact-checked, so we recommend that you do not use it in your studies. These distractions could be that the environment is too noisy for the child that is being observed to concentrate in. The data includes the number of visits, average duration of the visit on the website, pages visited, etc. Electronic records should always be password protected and stored on secure computer systems. These files are kept in a separate place from the development records. The guidance found in Prompt 21A applies to all regulated services. reasons for accurate and coherent record keepinghow big are the waves in huntington today? They should also work out from the observation what activities are being used the most and what activities are not used the most. journal of market access and health policy impact factor. 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.