- temperature: suitable clothes for outdoor and good air circulation for indoors, Analysing how play theories influenced EYFS guidelines on play, Supporting Children's behaviour and socialisation within play environemnt. Setting up a safe place to play and providing appropriate toys can keep children interested in learning, reduce behavior problems, and save you from saying "No" too often. The workshop discussions of biobehavioral and psychological perspectives on adolescent risk behavior alluded repeatedly to the importance of the cultural and social contexts in which young people develop. Decent, safe, and secure facilities are essential to successful educational programs. It facilitates classroom management and supports the implementation of curricular goals and objectives (Catron & Allen, 2007). www.4children.org.uk, Bhaviour and socialisation within play environment, Click here to see an example of "How to Analyse". A high-quality EYFS learning environment involves both the people and the space in which children can develop. The information on this page was automatically generated by a computer program. Plan an activity which supports childrens exercise in an outdoor space. Unit 3.4 Promote enabling play environments, The physical environment can be either indoors or doors, and there should be appropriate furniture and accessible toys, so the, furniture should be the right size, and there should be enough chairs and, tables that the children can use and access. TASSORI, Penny. Children exhibit a behavioural imperative and instinctive desire to play. This class discussion will enable learners to further share good practice. the flow between indoor and outdoor spaces. Understand how the Early Years Practitioner supports children's behaviour and socialisation within play environments . The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. smooth transitions between activities and spaces. Throughout play, they obtain knowledge,, Play is known to reduce stress and add a feeling of relaxation to our daily living. When children are. This can make them feel more comfortable. There is research to show that parents who do things such as share stories, chat to their children and play with them make a significant difference to children's outcomes., 3.Explain three different methods a playwork team can use to support children and young peoples play. Most of the studies on built environments and physical activity are cross-sectional, and they have been criticized because of the possibility that people who like physical activity move to walkable neighborhoods with parks. 1.3. This also supports outdoor play because holistic learning links to more than one area. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. Explain how to work collaboratively with others to provide enabling play environments 3.4_2.1. Several studies show there is some selection into activity-friendly communities, and . When a child is given sweets to stop or calm their tantrum, their behaviour becomes reinforced; the child will learn 1. Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. Learners could use their own knowledge of local outdoor spaces, but this weblink enables them to look at a variety in their local area. Session 1. Assessment criteria: Explain how environments support play. What are some characteristics of an ideal learning environment for children during early childhood? Explain how environments support play 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 Good accessibility - often via roads or tracks along valleys or sometimes along the top of hill ridges. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. acceptable. Setting up a safe place to play and providing appropriate toys can keep children interested in learning, reduce behavior problems, and save you from saying No too often. The environment must offer children opportunities to explore and learn with the support of sensitive, knowledgeable adults. Raising concerns. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.4: Contribute to enabling play environmentsLearning outcome: Understand the play environmentAssessment criteria: Explain how environments support play. Explain how the environment supports play. An enabling environment plays a key role in supporting children's learning and development. This is important for their emotional well-being as well as their social, development. Physically their fine motor and gross motor skills are being developed. Modifications and adaptations to the environment are ongoing processes based on the needs of the families and children you serve. Which is the best description of active play? www.legislation.gov.uk/ 1. (Please do this for EACH environment identified.) This activity requires any child to used physical function of the body for example muscles, nerves and senses. The play environment is the provision that is made foe children in which they can learn, play and relax. Social environment: early years setting must make the children feel part of the group and they need to feel they belong there, this we call social environment. http://www.foundationyears.org.uk/eyfs-statutory-framework/ - clutter free space to prevent confusion and easy mobility Provision for indoor and outdoor play area within the childcare setting. This unit is part of the Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: Understand the play environment. The main idea is every time the children enter some part of the setting they need to feel motivated and interested in exploring the place. If children in your child care program are misbehaving, check to see whether the environment is contributing to the problem. Learners should discuss positive role models within the setting and describe situations that they feel have had a positive impact on childrens socialisation in play. Learners should reflect on the whole experience and then focus on the impact they had on childrens behaviour and socialisation. Self-Directed Learning The ability to develop attitudes, strategies, and skills to support one's motivation and confidence in order to become a lifelong learner. How can practitioners help children develop these social skills? Encouraging safe exploration is an important job for child care providers. This supports a childs social and emotional development and gives them the confidence to participate. dolls with different colour skin tones or sign language interpreter for children hard of hearing. Brian Sutton-Smith (1997) a well-known play theorist believes that a child is born with a very active neuronal which will ease to function if not used. Explore effective, research-based environmental modification practices. Unit: Unit 3.4: Contribute to enabling play environments. The physical environment is said to help in the growth and development via activities and materials in defined play regions. A well-arranged environment should enhance childrens development through learning and play. AC 1.2 Explain how environments support play. Of course, tantrums are negative behaviour and not socially acceptable, so reinforcing that behaviour is also not The cookie is used to store the user consent for the cookies in the category "Analytics". Looks like youve clipped this slide to already. CACHE Alumni is provided by NCFE, a leading educational charity in the UK. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. EARLY YEARS EDUCATION Features of a good learning environment in early childhood. How does the environment affect childrens right to play? variety of toys appropriate for their ages or sensory area for children with disabilities. This combination of your genetics and experiences ultimately forms your identity and . The environment should be interesting, inviting and free from distractions, allowing the children to focus on their play. Learners should consider opportunities for children to be together and, where appropriate, to work together at one activity such as building blocks or ball play. The SlideShare family just got bigger. of their culture and religion feel like they belong. In early years settings, the key person system helps children to settle inn and to, develop relationships with their key person, but also other children. Having the time and space to play allows children the chance to keep them physically active and it gives them the freedom to make their own choices about what they want to do. How does the environment support play? Child Development Theorists Vygotsky and Piaget both emphasized the importance of play in the overall development of children., Play is an essential part of of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. CACHE LEVEL 2 secure climbing frame or soft balls for younger kids. Children are natural explorers and risk takers. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. Areas of Environmental Health. Giving opportunities to children to play in different ways creates opportunities to gain a range of experiences. Compromising: Give children ideas about how each can get a little of what they want. For children, these essential needs include warm, caring, and responsive adults; a sense of importance and significance; a way to relate to the world around them; opportunities to move and play; and people to help structure and support their learning. This involves providing a range of stimulating activities, resources and materials that are appropriate to the age, interests and stage of development of each individual child. This emphasizes the important connection between play and social development of children. This could be any space or setting, either outdoors or inside, and may include: play centres. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator. Learners should consider options they have not seen in the setting. Activate your 30 day free trialto continue reading. The way the physical environment is set and configured often affects how people feel, act, and behave. Identify types of environment. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Rewards can be in the form of both verbal praise and tangible. In addition to poor nutrition, some other examples of physical environmental factors are: Sleep deprivation Smoking Substance abuse Pollution Exposure to toxins during childhood Extreme weather conditions (such as excessive rain or snow) Hazardous conditions at work Request more info Social Environmental Factors In 2017, the EYFS said that mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measure. Physical environments directly impact our psychological health. l Enjoy and Achieve: an enabling environment provides a Play is therapeutic. Bullet 1. Children's needs include the following: Cognitive needs: hearing and practicing language, using and experimenting with a variety of items - toys, messy play such as playing with paint and glue (creative), large items, natural resources such as sand, leaves and water. It helps children to deal with difficult circumstances such as emotional stress or medical treatments. The environment must reflect the different ways that children learn and provide children with open-ended . Here are some tips to create a space that engages children and encourages safe exploration. A well-arranged physical environment should enhance children's development through learning and play. Giving children the chance to explore freely in a well-organized and child-safe space is a much more effective way to manage behavior and encourage learning. The perfect outside area is where children can be as independent as possible and make their own choices. Environmental health is one of the largest fields within public health because of the myriad ways external forces can impact how we eat, live, and grow. Natural environments within children's services are the arena in which children learn these things. children's understanding, respect, care and appreciation for the natural. Physical (size, strength, and motor control and coordination) Intellectual (thinking, learning, and problem solving) Emotional (learning appropriate responses to events, recognizing one's own and others' emotions, expressing feelings) Social (skills needed to successfully interact with others) Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. The outdoors is not just for play but for learning as what can be found is there . Home learning environment including childminder, nannies and grandparents. The way that this is done in, settings is by having a wide variety of books, about, different cultures, religions, and festivals in which the children can read, reflect multiculturalism and a diverse range of abilities and, languages. Analyse strategies to support. This cookie is set by GDPR Cookie Consent plugin. Implement an activity to support healthy eating in own setting. http://creativecommons.org/licenses/by/2.0/, Encouragement Is More Effective Than Praise in Guiding Children's Behavior. The Characteristics of an enabling play environments. Give example? Course Hero is not sponsored or endorsed by any college or university. But opting out of some of these cookies may affect your browsing experience. Plan an activity to support healthy eating in own setting. The How To series consists of seven booklets promoting key areas of quality provision. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. See appendix ?., It is a requirement of the EYFS for key persons to work closely with parents with the aim of helping them to support their child's development at home. Some of the key. 2020-41595-30123 from the USDA National Institute of Food and Agriculture. During active play, children use their bodies and minds in play by interacting with the environment, materials and other people. Types of learning experiences. This creates opportunities for children to make choices. Use our essays to help you with your writing 1 - 60. It is important to create a supportive environment for all learners, including children with developmental disabilities or suspected delays. Learning outcome: Understand the play environment. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you. l Be Healthy: an enabling environment provides children with support to develop good personal hygiene practices, such as hand washing, and a clean place to play, reducing the spread of infections. You can read the details below. preference, interest and special educational needs. or seamlessly moving from one area to another within the same room. 2.1. For early childhood educators it means looking at the constraints on practice, such as prescriptive and formal . What is meant by a positive environment is a happy place. Out of these, 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. Genes, environment, and behavior. To provide the best experiences, we use technologies like cookies to store and/or access device information. In settings they, have routines that enable children to enjoy having snack time tighter and, to play together play together. In indoor spaces, this might mean cosy corners and areas where children can play together or with an adult. Activate your 30 day free trialto unlock unlimited reading. Not only is having a shelter important to help you survive against the elements and creatures which may roam around, it's also where you will begin crafting your resources into useful weapons and items to help you explore new biomes. 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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