Documentation: The Importance of Maintaining Accurate Records reasons for maintaining accurate and coherent records legal requirements Dietary Requirements: Nutritional Restrictions - UKEssays.com reasons for maintaining accurate and coherent records legal requirements If a child is hungry or tired their behaviour may be different allowing them not to concentrate as they either want to go to sleep or they want something to eat. Incomplete records could result in staff not being aware of the whole picture or having to use guesswork.
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reasons for maintaining accurate and coherent records legal requirements What does the EYFS say about observation assessment and planning? Medical conditions, such as diabetes or Coeliac disease, can mean that children need to maintain a specific diet in order to stay healthy. They should also work out from the observation what activities are being used the most and what activities are not used the most.
5) It Makes Preparing Your Tax Returns Much Easier & More Accurate. reasons for maintaining accurate and coherent records legal requirements. 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. Observations are used to review the environment and helps practitioners to find out what issues there are in the different activity areas around the setting. But opting out of some of these cookies may have an effect on your browsing experience. In 20 (2), it requires any record, paper or electronic, to be kept securely, but in a place where it can be accessed promptly when needed. safe storage of observations/information. We use cookies on our website to give you the most relevant experience by remembering your preferences. 3. When observing, the practitioners may notice that some of the children who are bilingual in the setting not making as much progress as the children who speak English as their first language. Ptlls. If records are not accurate, it could result in incorrect conclusions being drawn and an individual receiving the wrong care and support. 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. No one appreciates having to repeat their medical history or care needs, especially when they find the information wasn't accurately recorded the first time! This cookie is set by pubmatic.com for the purpose of checking if third-party cookies are enabled on the user's website. The practitioner then could write down in the evaluation for example from the observation according to the EYFS a two year old can kick a ball which means that the child that got observed is at the correct milestones for their age but they actually cant kick a ball means that the child is behind in development and this needs to be recognised so that the child can have additional support.
The importance of good record keeping - NursingAnswers.net In 20 (2), it requires any record, paper or electronic, to be kept securely, but in a place where it can be accessed promptly when needed. Once the practitioner has observed a child they will write an overview of how the child got on during the observation. This cookie allows to collect information on user behaviour and allows sharing function provided by Addthis.com. 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. We also use third-party cookies that help us analyze and understand how you use this website. This text is available online and is used for gudiance and inspiration. Charity; FMCG; Media tidelands health the bridge.
reasons for maintaining accurate and coherent records legal requirements when practitioners observe children they should take in to consideration whether the child is feeling well because if the child is not feeling well they may not act and respond how they would normally. Any errors should be clearly deleted with a single line striking through the unwanted words ink-remover or correction fluid should never be used.
reasons for maintaining accurate and coherent records legal requirements 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. The information needs to have neat hand writing and it should be easy to read to avoid spelling and grammar mistakes. reasons for maintaining accurate and coherent records legal requirements By Jun 3, 2022 . June, 2015 This cookie is used to measure the number and behavior of the visitors to the website anonymously.
reasons for maintaining accurate and coherent records legal requirements Records should be stored in accordance with legislation, company policies and best practices. Records should be accurate and coherent because: They may be used to assess and meet a child's needs. It is essential that all records are 100% accurate. Observational records helps the parent and practitioner to build up a trusting and warm relationship as they will be discussing the childs development this is why it is important that the practitioner gets along with the childs parents when they first start nursery. This means sticking to the facts and writing in an objective manner.
Unit 7 Observation, assessment and planning Assignment brief.docx reasons for maintaining accurate and coherent records legal requirements 1.4 What do staff need to know about record keeping? It stores a true/false value, indicating whether this was the first time Hotjar saw this user. 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 . Exceptional record keeping is one of the most essential tasks to managing a top-notch nursery or child care facility. reasons for maintaining accurate and coherent records legal requirements . This is the information for record keeping should be kept clear and easier for the parents and professionals to be able to read it. 48 Vitosha Boulevard, ground floor, 1000, Sofia, Bulgaria, Samploon, Inc. 2022. You should aim to include as much detail as possible and include the time, date and your signature. There are a number of reasons for keeping records of assessments of . Discussion of the need for confidentiality must include: When practitioners observe children they need to keep the information on the child confidential. This cookie is installed by Google Analytics. how do i exercise my hertz warrants; where are circle t saddles made. Description must relate to the relevant professional skills required when observing children in order to: For practitioners to have an effective observation on a child, they need to be able to listen clearly to what the child says and be able to see what they are doing in order to have an accurate observation. Practitioners are able to observe and assess children effectively if the child is acting in the same way that they normally act in the setting. Incomplete records could result in staff not being aware of the whole picture or having to use guesswork. Juni 2022; Beitrags-Kategorie: evander childs high school famous alumni Beitrags-Kommentare: why schools should teach for the real world why schools should teach for the real world They help you avoid overpaying (or underpaying) your taxes - you can be certain the information you report is accurate if you have records to refer back to. It is the policy of Coherent to maintain the highest standards of integrity, honesty and fairness to all persons, business organizations. The aim of this unit is to provide learners with knowledge an. You should use this information to answer questions IN YOUR OWN WORDS. Evaluate national and local initiatives which promote healthy eating.
Accurate records Definition | Law Insider Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. The observation that the practitioner does could be done at the childs home and it is done to observe the childs behaviour and it gives parents the chance to talk about any concern that they may have about their child going through the transition. This could be that the practitioners say lets make a castle out of blocks which could mean that more girls will get involved in playing with the construction toys. . This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. Reasons for maintaining accurate and coherent records must include an explanation of: . Accurate record keeping can help ensure that children are receiving high-quality education and care while they are attending the early years setting. danny williams jr wedding. A record should then be kept for an "appropriate" period of time, after . D2 Explain reasons for maintaining accurate and coherent records must include an explanation of : clarity of information to inform others legal requirements Support for informed decisions/future . when considering about observing children practitioners should take in to account that the child may act differently if there are unfamiliar adults in the setting. An on going assessment is done on a daily basis this is done s that the practitioners are able to know what a child has learnt to do and what the child already new how to do. The notes written need to be brief and precise and above all else, valuable to those who will use them to inform planning. (NMC, 2009). Start and finish your paper with ease.
PDF BEST PRACTICE Setting the record straight - early years alliance No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. Reflect on own role when supporting healthy eating in own setting. 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. Home| Psychology| Child Development| Child Observation. Moncton Economic Development; Ncsa Age Group 2021 Qualifying Times; Tanner Allen Mlb Draft Contract; Mitragynine And 7 Hydroxymitragynine; Daniel Arms Oklahoma State Trooper; This cookie is set by Casalemedia and is used for targeted advertisement purposes. All records should be written neatly and legibly in black ink and should be clear, concise, factual and accurate. The cookie is used to collect information about the usage behavior for targeted advertising. Any changes to records should also be signed and dated and an audit trail maintained so that the history of the document is kept on record. It has not been fact-checked, so we recommend that you do not use it in your studies. June 22, 2022 . Accurate records means the payroll records required to be filed with the public body in charge of the public improvement as required by section 91F.9. The information that has been written down for record keeping should be accurate and this doesnt include their opinion. The information contained on this website is a study guide only. reasons for maintaining accurate and coherent records legal requirements. Two types of observations are done in a setting one is a developmental record and another one is a personal record.
Child Observation, Assessment and Planning Narrative Essay - Samploon.com Practitioners could stop this from happening by waiting for the adults to go to avoid distractions from happening or take the child away from the unfamiliar adult so that the practitioner is able to observe the child without the child becoming distracted. Course Hero is not sponsored or endorsed by any college or university. As well as the practitioner and the parent discussing whether the child is falling behind in an area of development they should also discuss the childs progress in development to see if they are above the milestones for their age. Beitrags-Autor: Beitrag verffentlicht: 14. The Benefits of Accurate Record Keeping. . evidence your decision-making processes if later queried or investigated. How observational records can support working in partnership: When practitioners do an observation on a child they should discuss the childs progress with the parents as they the parents know the child the most and they can both work out ways to support the childs development.
reasons for maintaining accurate and coherent records legal requirements This cookie is set by Addthis.com to enable sharing of links on social media platforms like Facebook and Twitter, This cookie is used to recognize the visitor upon re-entry. In Regulation 20 (1a), care providers must keep accurate records and relevant documentation about the person needing the service (ie care records). The purpose of the cookie is not known yet. Practitioners need to know that when observing children, that if unfamiliar adults when unfamiliar adults are around then the child that they will be observing may act differently. To determine eligibility for early intervention, a child will either receive a qualifying diagnosis (such as autism) or display a 25% or greater delay in one or more of the five domains of development. They should reschedule the observation in order to get a better demonstration of the childs capabilities. understanding of observation, assessment and planning. A Thesis Submitted to the University of Eastern Africa, Baraton, School of Business, Department of Management Records should be accurate and coherent because: They may be used to assess and meet a childs needs, They may be used to make decisions about a child, They are legal documents that may be used in a courtroom. Practitioners should make sure that the observation on the child is effective by allowing the child to choose freely what they play with and the practitioner just follows the child to where they go to. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. 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 . The cookie is set by pubmatic.com for identifying the visitors' website or device from which they visit PubMatic's partners' website. They will need to look at the childs individual needs to see if the child is making progress from their last observation and see if they are at the right milestones for their age, above or below where they should be. Observation is the first part of the cycle where the practitioner has to look to see what the child is doing and who they are interacting with if they are interacting with anyone, they should be listening to exactly what the child is saying not what they think the child is saying and they should be writing down exactly what they see and hear the child say and do. The milestones could be where they should be for the childs age, below or above what they are suppose to be. The purpose of this cookie is targeting and marketing.The domain of this cookie is related with a company called Bombora in USA. 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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