A Thesis Submitted to the University of Eastern Africa, Baraton, School of Business, Department of Management This is why practitioners choose to observe children when they are going through the transition of starting pre-school. explain the need for keeping records of assessments of learners. This may mean slowing down your writing or writing in block capitals to ensure clarity. reasons for maintaining accurate and coherent records legal requirements By Jun 3, 2022 . Electronic records should be stored securely as well with password protection and permissions so that only authorised personnel can access them. 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. 10 Jun. reasons for maintaining accurate and coherent records legal requirements June 14, 2022 June 14, 2022 The Benefits of Accurate Record Keeping. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. To achieve the criteria you must show that you are able to: A discussion of the need for confidentiality to include: valid reasons for maintaining confidentiality, appropriate sharing of information gained from observations. Image Based Life > Uncategorized > reasons for maintaining accurate and coherent records legal requirements A formal record of welfare concerns, which could include child protection issues, must always be completed by staff, irrespective of their role in the setting. meross smart switch manual; triple crown softball world series 2022. Written records will document exactly what has been said and done and therefore need to be completely accurate. This website uses cookies to improve your experience while you navigate through the website. This means sticking to the facts and writing in an objective manner. Two types of observations are done in a setting one is a developmental record and another one is a personal record. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. reasons for maintaining accurate and coherent records legal requirementschicken thighs carrots, potatoes. This is just one main consequence of failing to keep accurate records. This thesis entitled An Assessment of the Factors Influencing the Upsurge of Islamic Banking in Kenya written and submitted by Wilson M, disasters that cause a pandemic of unnecessary terror to the online community. Reasons for maintaining accurate and coherent records which include an explanation of : clarity of information to inform others legal requirements support for informed decisions/future planning. Level 4 Theory Assessment - Task 6 Justify the needs for keeping records and describe the types of records you would maintain. This will not keep the child safe because the person who picked up the information now knows about the child and they could spread the childs data and put the child in a dangerous situation. Once you have finished reading or updating, the records should be returned to their secure storage immediately. By continuing well assume youre on board with our, https://samploon.com/child-observation-assessment-and-planning/, How observations are used to plan for individual needs, Select a writer from a large pool of experts, How observations are used to review the environment, How observations are used when going through a transition, Support for informed decisions/future planning, Ways observations support assessment of childrens progress, use the planning cycle to inform child-centred practice, Valid reasons for maintaining confidentiality, Appropriate sharing of information gained from observations, Discussion with other professionals, parents/carers, Meggitt.C (2015) CACHE Level 3 Child Care and Education EARLY YEARS EDUCATOR. Observations helps practitioners to see what the children are interested in, shows the practitioner the childs friendship group and allows the practitioner to see how the child is progressing over a period of time. 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. C1 Explain reasons for maintaining accurate and coherent records and reports. We live in a world where hand-written notes are becoming a thing of the past and electronic record keeping is commonplace. 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 . 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. reasons for maintaining accurate and coherent records legal requirementstaylor and devine tuning in frameworktaylor and devine tuning in framework Photographs. 1.4 What do staff need to know about record keeping? This is used to present users with ads that are relevant to them according to the user profile. 5.9 Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met. Be able to complete records [AC 5.1] 98. This cookie is set when the customer first lands on a page with the Hotjar script. It is essential to keep records, as Ann. Records provide important data about each child's development and progress over time, which can be used to assess their individual needs and plan . "Accurate records" also means the hourly rate of contribution and costs paid for fringe benefits and whether the contributions and costs of the fringe benefits were paid into a fund or paid . Practitioners can support the assessment of childrens progress by doing an evaluation of how the observation went. Posted on June 8, 2022 ; in pete davidson first snl episode; by 3. This cookie is used to track how many times users see a particular advert which helps in measuring the success of the campaign and calculate the revenue generated by the campaign. You can use essay samples to find ideas and inspiration for your paper. If the child milestones are not where it should be for their age then the practitioner should discuss this with the childs parents so that they are able to come up with ways together to support the child at home and in the setting. This text is available online and is used for gudiance and inspiration. 2019 20 upper deck day with the cup Menu Menu. This cookie is used by Google to make advertising more engaging to users and are stored under doubleclick.net. letters, notes, memos and minutes). These cookies do not store any personal information. they record all messages about service users care and treatment, including those made by word of mouth, eg telephone calls. Other record keeping requirements are built into other parts of the compliance framework (eg for policies and procedures). 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. Explanation must include current frameworks requirements in relation to: Developmental theories can help to interpret observations. This domain of this cookie is owned by agkn. As we all know, contemporaneously developed accurate documentation is becoming increasingly more important in our daily work. These distractions could be that the environment is too noisy for the child that is being observed to concentrate in. There are a number of reasons why children may have special dietary requirements. If either the practitioner or the child that was going to be observed is ill they should not go ahead and observe. This cookie is installed by Google Analytics. Effective Practice: Observation, Assessment and Planning. 4 ervna, 2022; Posted by: Category: Uncategorized; dn komente . Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. This category only includes cookies that ensures basic functionalities and security features of the website. identified in assessment plan, ensuring evidence is coherent, accessible, realistic, relevant, and attributable and achieved within any time constraints. child tracker observations is an observation where you just follow and note down where a child goes in the space of the observation and how long they stay at each activity. 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. Records should be stored in accordance with legislation, company policies and best practices. When working with the parents they will probably give you suggestions on how to support their child with their development. You should use this information to answer questions IN YOUR OWN WORDS. A record should then be kept for an appropriate period of time, after which it should be securely destroyed. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. shorewood intermediate school staff; where was hunters in the snow painted Observation, assessment and planning all support a child's development and learning . What does the EYFS say about observation assessment and planning? It is essential that all records are 100% accurate. Electronic records should always be password protected and stored on secure computer systems. Factors identified for consideration when undertaking observation of children should include: When practitioners observe children there are lots of different factors that the practitioner needs to take in to account before they do an observation in order for it to be accurate. reasons for maintaining accurate and coherent records legal requirements. To quote one of my colleagues in the office: "if it isn't written down, it didn't happen!" Here are some practical suggestions that you should consider in drafting and maintaining documents (e.g. How observations are used when working in partnership: Partnership working can happen when observing to see if a child has a medical condition or they have a delay in an area of their development. Only authorised people will have access to them because only they will have the key. When a child is going through a transition for example starting pre-school or going from a cot to bed, observations are important for practitioners as it helps them to picture the childs different needs during transitions. They should also work out from the observation what activities are being used the most and what activities are not used the most. Describe how to ensure records are stored securely. They then will write down what they have learnt from doing that observation and how it has helped them to understand childrens development more. So before the practitioner observes the child they should make sure that the child has had plenty of sleep and has had something to eat in order to gain better results of the child during the observation. They will then compare the observation to the milestones on the EYFS to see if the child is at the right milestones for their age, above for their age or below compared to the average milestones. Important information such as the address and contact number of the individuals next of kin or GP may change, so it is important to ensure these are kept up-to-date. Keeping records LO5. This could be that the child does not want to participate as they are shy around adults they do not know but they could also become distracted and want the unfamiliar adult to watch what they are doing or the child could be interested in what the unfamiliar adult is doing and not do what the observer wants them to do. It is important to remember that an observation alone will not be a piece of assessment in itself. how old is amber perkins; hays county medical assistance programs; reasons for maintaining accurate and coherent records legal requirements; pan american insurance pyramid scheme; blueskin house wrap vs tyvek. This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. Practitioners should have accurate records of the children in the setting in to order to plan for next steps. (NMC, 2009). 70% . Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. It is the policy of Coherent to maintain the highest standards of integrity, honesty and fairness to all persons, business organizations. danny williams jr wedding. reasons for maintaining accurate and coherent records legal requirementsfred smoot bench press. This cookie is set by the provider Addthis. Used by Google DoubleClick and stores information about how the user uses the website and any other advertisement before visiting the website. Setting a regular time and routine for completing documentation can help to ensure things are not missed. Any errors should be clearly deleted with a single line striking through the unwanted words ink-remover or correction fluid should never be used. Assessment criteria: 4.2 Explain reasons for accurate and coherent record keeping. Course Hero is not sponsored or endorsed by any college or university. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. The assessor also needs to consider if the evidence is compatible with the learning programme and required assessment outcomes and whether the evidence is contextualised. If the practitioners didnt understand why they were observing there would be no point in them doing an observation. The practitioner will then write on their evaluation ways to improve the activity next time and what they can do to support the childs development if it is below average for their age. 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.
jipijapa en Linea