WebPartnership formation 25 Challenges of inter-school collaboration 28 Sustainability 30 Concluding points 32 workload that accompanies the partnership work. Another important aspect of this approach is the willingness to work collaboratively towards a common goal. 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). The authors do not have any conflicts of interest to declare. 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. These methods should be tailored to the assessment of knowledge, skills and values. WebFor larger projects, interim evaluations should be scheduled to measure progress and make changes, if required. We do not evaluate tax-funded services simply to make sure that they are providing value for money purely on a cost basis though. Hire expert writers to get reliable assignment writing help from Students Assignment Help UK! Please enable it to take advantage of the complete set of features! It is therefore in the interests of each partner to be aware of and to contribute to Summary Working in partnership will benefit the holistic development of the child. While there are many potential benefits to partnership working within Early Years settings, there are also some challenges associated with it. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. Menu. WebThe partnership as a whole will benefit from each individual partner organisation seeing tangible value-added to their organisational goals and priorities. Hudson and Hardy, 2002; Hudson et al., 1999). and transmitted securely. The data includes the number of visits, average duration of the visit on the website, pages visited, etc. Therefore, checking in from time to time is crucial. Abierto al pblico - Membresia GRATIS - 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. Principle 6: Monitor, Measure, and Learn Agree on a range of success criteria Establish arrangements for monitoring and evaluating progress in achieving the partnership's goals and objectives Establish arrangements for monitoring and evaluating how effectively the partnership itself is working Ensure widespread feedback of findings Health (London). The mathematics section of the document included five content-specific criteria to evaluate alignment of assessments to college- and career-ready WebExamining clinic and community organisation partnerships in practice highlighted their inherent complexity. In Australia, this way of working was the underlying principle of the National Partnership Agreements that commenced in 2009, where the Commonwealth and state and territory governments agreed to work in partnership Structure will allow your partnership to function more efficiently and effectively. Explain the nutritional value of the main food groups. Webevaluate the complexity of partnership workingwvu mechanical engineering research. Careers. 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. Implement an activity to support healthy eating in own setting. Qualitative thematic analysis was used to code the transcripts and identify prominent themes in the data. Published by Policy Press in association with Community Care, the five books seek to provide a series of accessible how to guides. Our website uses cookies, which are small text files that are widely used in order to make websites work more effectively. See this image and copyright information in PMC. All Rights Reserved. Moving beyond referrals to strengthen late-life depression care: a qualitative examination of primary care clinic and community-based organization partnerships. Plan an activity which supports childrens exercise in an outdoor space. Without demonstrating the positive and not so positive impacts that partnerships have then we risk undermining its value. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Concluding comments Review of the literature sample within this study again testified to the complexity of multi-agency working. ? Describe food and drink requirements in relation to current frameworks. You can ask us write an essay for me and we will provide the best essay written by experts. 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. Psychiatric Consultant: Communicates with the clinic and CBO care managers (through regular meetings) and PCP (often through the care manager or medical records) to provide diagnostic and therapeutic recommendations including medication management. This type of communication allows for a better understanding of each others needs, which in turn leads to better partnership working. tiny black tadpole looking bug in bathroom; ff14 plasmoid iron lake location; top 10 most dangerous areas in cape town; cockapoo rescue michigan; evaluate the complexity of partnership working. By doing this, everyone has an opportunity to participate and lessons can be learned about how best practices could improve for future partnerships going forward. To make it work as well across an entire business there are barriers to overcome. Rai Casting Affari Tuoi 2021, WebEvaluate the complexity of partnership working Understand recording, storing and sharing information in relation to partnership working Identify records to be completed in relation to partnership working Explain reasons for accurate and coherent record keeping Evaluate the reasons for 2014 Nov;18(6):561-79. doi: 10.1177/1363459314524802. Aunger JA, Millar R, Rafferty AM, Mannion R, Greenhalgh J, Faulks D, McLeod H. PLoS One. 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 Relationships and partnership working are effective when they are based on mutual respect, understanding, and trust. 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. The analysis presented in this paper has examined integrated working as a response to complexity. Plan an activity to support healthy eating in own setting. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Primary Care Provider (PCP): Works with clinic care manager to assess, monitor, and treat patients depression. Pay & Get Instant Solution of this Assignment of Essay by UK Writers Posted on February 23, 2023 by February 23, 2023 by Not every evaluation will be able to cover every possibility. WebEvaluation of partnership working Robert Frew Research Consultant 9 2. Dickson E, Magarati M, Boursaw B, Oetzel J, Devia C, Ortiz K, Wallerstein N. Nurs Res. 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. Explain strategies to encourage healthy eating. FOIA Evaluation 10(3) 288 Working Partnership [Markwell et al., 2003]) are based on extensive empirical research (see also e.g. 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. 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. Whilst there has been some discussion about models of multi-agency working within the literature over the last five Three elements are necessary to designate, regardless of the organizational structure. To better understand how cross-organisational partnerships work in practice, this paper examines collaborations between six primary care clinics and community-based organisations in the United States that were part of an initiative to address late-life depression using an enhanced collaborative care model (Archstone Foundation Care Partners Project). 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. Qualitative data analysis for health services research: Developing taxonomy, themes, and theory. -, Bailit, M. , Tobey, R. , Maxwell, J. , & Bateman, C. (2015). Disclaimer: Students Assignment Help Uk provides academic assistance to students so that they can complete their university assignments and projects on time. Menu. WebYour job will involve you working with many people who have a variety of roles. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Heres a look at the top 7, and how to overcome them. Webmulti-agency working, the provision of joint training and agreement of joint aims and objectives. Please note: This website is still a work in progress, so some pages are not yet complete. 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. Enter Discount Code If You Have, Else Leave Blank, Get Your Assignment Completed At Lower Prices. BMC Medicine, 16, 63 10.1186/s12916-018-1057-z Thus, there is currently a gap in understanding the reasons behind the lack of engagement in developing parent-practitioner partnerships. Abierto al pblico - Membresia GRATIS - Registrese y apuesta hoy! 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. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. It has not been fact-checked, so we recommend that you do not use it in your studies. 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. Please Write Fresh Non Plagiarized Assignment on this Topic 3.7 Demonstrate ways of assessing the effectiveness of risk management practice, 3.6 Demonstrate positive approaches to risk assessments, 3.5 Revise plans to take account of changing circumstances, 3.4 Delegating responsibilities to others. Figure 4 Working together. http://www.bailit-health.com/articles/2015-0504-bhp-jsi-rwjf-aco-conundr NCI CPTC Antibody Characterization Program, Aarons, G. A. , Fettes, D. , Hurlburt, M. , Palinkas, L. , Gunderson, L. , Willging, C. , & Chaffin, M. (2014). To be successful you must be adaptable. However, partnership working offers enormous challenges in terms of the ways in which individuals, organisations and sectors can work together in productive and creative ways. Partnership working is most effective when both individuals involved are committed to the goal of achieving success. government site. Our experts can provide the best writing services and we will be happy to help you with any academic project. The partnerships were fluid and constantly evolving, shaped by a multiplicity of perspectives and values, and vulnerable to unpredictability. The results demonstrate the multidimensional character of practitioner-parent partnership, as the evidence gathered indicate that many complex yet dynamic contextual factors shape and determine practitioner-parent partnerships. Whilst there has been some discussion about models of multi-agency working within the literature over the last five -, Braithwaite, J. , Churruca, K. , Long, J. C. , Ellis, L. A. , & Herkes, J. MA Education is part of the Mark Allen Group. For example, building trust between different partners involved can be difficult due to cultural differences and misunderstandings about roles and responsibilities. Evaluate national and local initiatives which promote healthy eating. 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. doi: 10.1002/hsr2.397. 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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