Relationships and partnership working are effective when they are based on mutual respect, understanding, and trust. The main working relationships in social care can be categorised in five ways : Webmulti-agency working, the provision of joint training and agreement of joint aims and objectives. Explain strategies to encourage healthy eating. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Although choice has recently attained a prominent place in the health care agenda, many of us have had little choice over the public services we receive and would expect them all to offer the same high standards. Managing cultural diversity in healthcare partnerships: the case of LIFT. Webevaluate the complexity of partnership working. Managing a complex project requires more than the ability to herd cats and spin plates. Webevaluate the complexity of partnership workingwvu mechanical engineering research. Our experts can provide the best writing services and we will be happy to help you with any academic project. 3.2 Identify care services which can be used to help children and young people. As always, there is room for optimistic and pessimistic hypotheses about any new way of working (Hudson, 2007). Partnerships are tricky things which are difficult to make work at the best of times. Structure will allow your partnership to function more efficiently and effectively. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Thus, there is currently a gap in understanding the reasons behind the lack of engagement in developing parent-practitioner partnerships. Partnership working can be complex because it can require input from several agencies and individuals that need to be coordinated. 3.3 Identify professionals which can be used to help children and young people. WebHere are Penny Wilson's ten top tips for working in partnership: 1. As part of an evaluation of the Care Partners Project, 54 key informant interviews and 10 focus groups were conducted from 2015 to 2017. Helen Dickinson and Jon Glasby, Health Services Management Centre, University of Birmingham, are the editors of the new Better Partnership Working series. It is also important to include an evaluation process in order to build on existing knowledge and provide a framework for any changes that need to be made. WebFor this assessment criterion, you will be required to evaluate the effectiveness of partnership work, the processes that underpin it and agreement for improvements. Webwork with the inherent complexity of partnering. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Collaboration. A realist evaluation. Working in partnership with parents, communities and other professionals is essential for Early Years settings. Share this: Facebook Twitter Google+ Pinterest Email to a Friend. Evaluating partnerships is challenging and needs to be carefully commissioned, write Helen Dickinson and Jon Glasby in the final part of their series on WebEvaluating working in partnership Advantages of multi-agencies that supporting children with additional needs: Early identification of child's needs means that child can have early We can provide you with any kind of writing help and we will be happy to serve you at the cheapest rates. Developing good partnership relationships improves the quality of care provided. Keywords: Reflect on own role when supporting healthy eating in own setting. As well as using quantifiable data, the evaluative process This is just one of the many skills needed for project management. Published by Policy Press in association with Community Care, the five books seek to provide a series of accessible how to guides. The partnerships were fluid and constantly evolving, shaped by a multiplicity of perspectives and values, and vulnerable to unpredictability. WebFor working in partnership to be successful it has to be on the basis that the contributions of each person or organisation are as valued and valuable as each For example, when looking at a partnership in an educational setting, it is important to consider not only the characteristics of the partners themselves but also their partner institutions and what external factors may influence them such as funding or policy changes. Finally, effective communication between partners is necessary but may require additional resources or innovative strategies such as video conferencing software. 10.1080/15374416.2013.876642 Students Assignment Help Uk is not sponsored or endorsed by any college or university. Evaluation may show that partnerships are not needed in a particular area. Primary Care Provider (PCP): Works with clinic care manager to assess, monitor, and treat patients depression. Bernard, H. R. , & Ryan, G. W. (2010). Therefore, checking in from time to time is crucial. Note: Prices & delivery time mentioned on website are for reference purpose only, may vary depending on the technicality, word count, and expertise required. WebFor this assessment criterion, you will be required to evaluate the effectiveness of partnership work, the processes that underpin it and agreement for improvements. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. By addressing these complexities up front, practitioners in early years settings can ensure that their partnerships are successful and productive for everyone involved! For example, the National Evaluation of Sure Start is probably one of the largest partnership evaluations of recent years but early reports found little in terms of impact of the programme in those areas targeted by the initiative in fact some children were found to be worse off. Menu. This can be particularly helpful when it comes to identifying any additional needs a child may have or creating strategies that better support the childs development. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). WebWorking in partnership in health and social care or children and young peoples settings 1.1 Identify the features of effective partnership working: person centred planning is a process of life for individuals, based around the principles of inclusion and the social model of disability (the circles network 2008). Others include: Adaptability. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. collaborative care; depression; evaluating complex interventions; multi-sector collaborations; older adults; qualitative research. Be clear and honest from the start about what you want to get from a partnership and ask your partners to do the same. This might be considered problematic in itself (given that partnerships have assumed a central role in many areas of public policy). Collaboration, negotiation, and coalescence for interagencycollaborative teams to scaleup evidencebased practice. The mathematics section of the document included five content-specific criteria to evaluate alignment of assessments to college- and career-ready To ensure that the evaluation of work objectives, as well SMART targets are met and timescales remain realistic it is important to agree on procedures with other professionals. In order to avoid disruption in its work, it is important for a partnership to have contingency plans in place so that if one of its members has their funding cut or is subject to policy changes, they can adapt accordingly. Loban E, Scott C, Lewis V, Law S, Haggerty J. Once this has been established and agreed upon by the evaluators (and most likely the commissioners of the evaluation) we can then go about selecting which approach is most suitable to that specific partnership and acknowledge the limitations which this will involve. Ayton D, Carey G, Joss N, Keleher H, Smith B. Aust J Prim Health. Concluding comments Review of the literature sample within this study again testified to the complexity of multi-agency working. To be successful you must be adaptable. 2014 Nov;18(6):561-79. doi: 10.1177/1363459314524802. Menu. An official website of the United States government. This has The information on this page was automatically generated by a computer program. Webhow to further support these key agents in working effectively together with the children [s [ best interests in mind. However, in terms of UK health and social care this might be considered even more questionable given the importance that the New Labour government has afforded to the concept of evidence-based policy and practice. In conclusion, partnership working in Early Years settings can bring many benefits but also presents a number of challenges that must be addressed in order for it to be successful. WebFebruary 27, 2023 alexandra bonefas scott No Comments . Make My Strategic Marketing Assignment Online, 2.4 Reviewing available information and making valid decisions, 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making, 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing, 1.1 Elements of management decision-making, Unit 10- Decision Making in Adult Care NVQ Level 5, 1.2 Values, belief systems, and experiences affecting working practice, 2.4 Adapt communication in response to the emotional context and communication style of others, 1.1 Emotions affecting own behavior and the behavior of others, 2.2 Providing support to engage others in the decision-making process, 2.1 Evaluating range, purpose, and situation for effective decision making, 4.3 Prioritize own development goals and targets, 4.4 Use personal and professional development planning, 4.1 Evaluate own knowledge and performance. For further information, clickhere, The previous articles in this series are available at https://www.communitycare.co.uk/108216(published in the 15 May edition of Community Care), https://www.communitycare.co.uk/108537(19 June edition), https://www.communitycare.co.uk/108849(24 July edition) and https://www.communitycare.co.uk/109112(14 August). Analyzing qualitative data: Systematic approaches. All work with parents should reflect the rights of the child set out in the UN Convention on the Rights of the Child (1989) ratified by the UK in December 1991 2. Three elements are necessary to designate, regardless of the organizational structure. Effective evaluation of partnerships is crucial if we are to establish what sort of structure works best in what sort of situation. WebGiven the definitional and methodological complexity surrounding partnership working, and the challenges of attribution, the study faced some limitations in its ability to make wider inferences about partnership and outcomes. But we do help students by connecting them to online subject experts within an affordable price range. Health Services Research, 42, 17581772. Intentionally acknowledging and embracing such complexity rather than trying to reduce or avoid it, may allow clinic and community collaborators to strengthen and sustain their partnerships. The future of partnership working is ultimately dependent on an ability to evidence it. WebIn 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. Plan an activity to support healthy eating in own setting. Doing so will make sure all parties involved feel accountable for their contribution in order not only to meet goals but also set new ones which can be accomplished by changing these agreements at any time if needed. Webcomplexity and costs of a review will be much lower than those of an evaluation. -, Braithwaite, J. , Churruca, K. , Long, J. C. , Ellis, L. A. , & Herkes, J. Intentionally acknowledging and embracing such complexity rather than trying to reduce or avoid it, may allow clinic and J Health Organ Manag. The authors do not have any conflicts of interest to declare. Transparency during negotiations is the only way to ensure that everyone understands the partners goals (whether their primary focus is on improving operations or launching a new strategy) and that everyone is using the same measures of success. 8600 Rockville Pike Level 3 Diploma for the Early Years Educator, Evaluate the complexity of partnership working, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care, Unit 4: Relationships & Partnership Working, LO4: Work in partnership with professionals and other agencies, Buy Non Plagiarized & Properly Structured Assignment Solution Health and Social Care in the Community published by John Wiley & Sons Ltd. The team will usually go through the stages of team formation that you read about earlier, but with added layers of Health (London). BMC Medicine, 16, 63 10.1186/s12916-018-1057-z These strategies provided opportunities for Care Partners collaborators to work with the inherent complexity of partnering. Are you looking for assignment services UK? This reasoning has been further supported by a series of high-profile cases where inability to work effectively in partnership has been presented as a major source of failure which can have very real, negative consequences for individuals and their families. Yet, to truly target better outcomes for the most vulnerable children, integrated working must reconcile conflicting tendencies The popularity of this concept has also meant that many different ways of working have been subsumed under one umbrella concept when in fact, partnership takes many forms and is propelled by a variety of drivers. All these factors must be taken into account when evaluating the effectiveness of a partnership because failure to do so could lead to issues not being identified until its too late. Dickson E, Magarati M, Boursaw B, Oetzel J, Devia C, Ortiz K, Wallerstein N. Nurs Res. The analysis presented in this paper has examined integrated working as a response to complexity. Another important aspect of this approach is the willingness to work collaboratively towards a common goal. Unauthorized use of these marks is strictly prohibited. The https:// ensures that you are connecting to the Successful partnerships are built on a foundation of cooperation and collaboration. WebIn 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. Webwork with the inherent complexity of partnering. 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. These methods should be tailored to the assessment of knowledge, skills and values. Our website uses cookies, which are small text files that are widely used in order to make websites work more effectively. Webevaluate the complexity of partnership workingwvu mechanical engineering research. Webmulti-agency working, the provision of joint training and agreement of joint aims and objectives. The site is secure. Usually we are looking to get best value for the money we spend, or find the product or service which is most suited to our needs. Qualitative data analysis for health services research: Developing taxonomy, themes, and theory. Evaluating a partnership must also take into account the outside factors that affect it. This allows all parties involved to go into future projects fully aware of their roles and responsibilities which makes it easier for them to schedule and plan accordingly. The simple truth is collaboration is already happening all the time between employees. Disclaimer: Students Assignment Help Uk provides academic assistance to students so that they can complete their university assignments and projects on time. This is known as partnership working. It can help to ensure that Thousand Oaks, CA: SAGE. Clipboard, Search History, and several other advanced features are temporarily unavailable. We do not evaluate tax-funded services simply to make sure that they are providing value for money purely on a cost basis though. But we do not only make judgements over the worth or merit of products and services that we are personally involved with purchasing. However, partnerships are difficult to evaluate effectively and evaluations involve a series of trade-offs regarding what sort of coverage is gained, whose perspectives to involve and the main focus of the study. In one sense this is a positive achievement and more attention than ever has been focused on attempting to provide seamless and accessible services to individuals, families and communities who are often in times of need or experiencing chronic and complex problems. Whilst there has been some discussion about models of multi-agency working within the literature over the last five Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. 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