1.3. 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. What are the characteristics of a good play? Types of learning experiences. Group spaces and areas for children to explore creativity. You also have the option to opt-out of these cookies. Causal Role of Built Environments. 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) Explain how environments support play. How can practitioners help children develop these social skills? 3.4_1.1 & 1.2 Identify types of environment & say how these environments support play 3.4_1.3. Understand the play environment (1.2 . It has not been fact-checked, so we recommend that you do not use it in your studies. 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. To do so requires adapting practices and environments to ensure that all children from birth to age 5 feel valued and included in your program. We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. It is good if the setting reflects their mother country, it makes them feel comfortable. Place hazardous objects, such as knives and other sharp items, out of reach. 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. We also use third-party cookies that help us analyze and understand how you use this website. Play is like sleeping, we will have a better behavior after play. Check the source www.HelpWriting.net This site is really helped me out gave me relief from headaches. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. By making sure you have a fun and appropriate environment for your child to play in, you can help them .
Economic environment, which is the family's ability to provide financially for the child The physical environment may also impact development through exposure to drugs, alcohol, tobacco, or. or seamlessly moving from one area to another within the same room. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. 1 options: The term temporal order is used in film plots to present events out of story order by way of flashbacks or _____ Question 3 options: Plays are first written in text but include ____. Some of the cognitive skills being learned are curiosity, problem solving, intentionality, verbal skills, etc. 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. Outdoor natural play environments should provide a blend of natural areas, environmental features and plants to interest children in learning about nature and its elements. Rewards can be in the form of both verbal praise and tangible. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Explain strategies to encourage healthy eating. Provide a range of activities which serve different purposes and promote different areas of development, such as inspiring role play, problem-solving, exploration of personal relationships and quiet time and reflection. The environment should be interesting, inviting and free from distractions, allowing the children to focus on their play. For instance, new toys and resources, so children do not get bored and the toys should be easily accessible for the children to reach if needed. AC 1.2 Explain how environments support play. Climate change is also connected with greater mental health issues. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. 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. Any safe environment can support play, but the environment needs to be positive and welcoming for children to want to play. Explain how to work collaboratively with others to provide enabling play environments 3.4_2.1. Activate your 30 day free trialto unlock unlimited reading. ramps for wheel chair access and tabletop play. opportunities. Do not sell or share my personal information, 1. Around the, school and when letters are sent home, the writing is written in different, languages, so that no one feels left out and that all children, regardless. Children at an early age are capable of developing neurological function with will help them to solve problems, understand communication through language, respond to simple command and gain knowledge through the learning process. They move quickly, put things in their mouths, drop or throw things, and love to climb and hide. Learners should consider how new children may struggle if they have never had to share toys or adult time before. The way in which practitioners and other adults act and behave make a, big different to the environment. 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. Provision for indoor and outdoor play area within the childcare setting. What are some characteristics of an ideal learning environment for children during early childhood? participation by every child. Cultural environment: the early years setting reflects through the designer cultural aspects, sometimes using posters, books, etc. Some of the key. Environments should also foster creativity by encouraging experimentation and exploration. This supports a childs social and emotional development and gives them the confidence to participate. Learners should consider options they have not seen in the setting. This cookie is set by GDPR Cookie Consent plugin. When practitioners and adults are like, this, then children are more likely to learn, develop and flou, Perinatal Nursing Theory 1 - Healthy Childbearing Experiences & The Newborn. Aistear: the Early Childhood Curriculum Framework's " Learning and developing through play " identifies the following three stages of adult support of play. Play provides children with the opportunity to problem solve, make mistakes, build connections and create within a secure environment. Physically their fine motor and gross motor skills are being developed. The Characteristics of an enabling play environments. What Is An Enabling Environment? Evaluate national and local initiatives which promote healthy eating. Communication The ability to . If children in your child care program are misbehaving, check to see whether the environment is contributing to the problem. An outdoor enabling environment gives children a range of challenges that allow them to build on their level of development. An untidy, cluttered environment, full of things kept 'just in case they come in useful one day', limits children's ability to move around and restrict their freedom to play and explore. In indoor spaces, this might mean cosy corners and areas where children can play together or with an adult. 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. Encouraging safe exploration is an important job for child care providers. Necessary cookies are absolutely essential for the website to function properly. The cookie is used to store the user consent for the cookies in the category "Performance". Creating Spaces for Infants and Toddlers that Ensure Safety and Promote Health One of the most important considerations when designing any space for infants and toddlers is to ensure young children's health and safety. 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. Take a close look at your space, indoors and outdoors. books and signs may also be written in childrens home languages. When children are. positive relationships between children. Practitioners support the play environment by providing:
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This emphasizes the important connection between play and social development of children. These cookies track visitors across websites and collect information to provide customized ads. Spaces to enable quality interactions with educators and children. acceptable.
Genes, environment, and behavior. Practice environment case studies for nursing programmes. INTRODUCTION TO Assessment criteria: Explain how environments support play. An enabling environment is a child-centric, age-specific space or setting that contains a variety of rich and stimulating media in which children feel comfortable, confident, safe and free to explore. 1. Identify types of environment. Would you like to change your career path if you are given a, Outlinea training budget for developing all employees including line managers in the use 360-degree feedback tool. Resources should be of the highest quality. This activity requires any child to used physical function of the body for example muscles, nerves and senses. Explain how the environment supports play. Play is therapeutic. 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. These issues include chemical pollution, air pollution, climate change, disease-causing microbes, lack of access to health care, poor infrastructure, and poor water quality. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. quickly that if they throw tantrums, they will be rewarded. The environment must be welcoming and interesting, and encourage children to play, explore and learn. Explain how environments support play. 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. www.legislation.gov.uk/
variety of activities using indoor and outdoor environments. Play promotes a childs development, learning, creativity and independence. According to a 2009 study in the journal Pediatrics, kids behave better in the classroom when they have the, It is argued that play is a key to a childs learning and development. 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 Adults displaying good manner like saying 'thank you' or 'please',
While play can be as varied as the children themselves, these common characteristics describe play experiences that are fun, engaging and educational for young children. Pearson: Harlow Essex
Adapting the Child Care Environment for Children with Special Needs, Finding Inexpensive Toys for a Child Care Program. The play environment is the provision that is made foe children in which they can learn, play and relax. This can make them feel more comfortable. The How To series consists of seven booklets promoting key areas of quality provision. Explain what cooperation looks like in different play situations: Sharing: "Hold the book so Tim can see the pages." "Roll the ball to Rachel, then she can roll it to you." Taking turns: Help kids negotiate who goes first and the time for each turn. Support for those who deliver education. Understand how the Early Years Practitioner supports children's behaviour and socialisation within play environments . Early learning and childcare
Indoor space needs to be cautious in preparing its requirements to be flexible to accommodate childrens changing interests. Early Years environments should be designed to support play-based learning that will benefit a child's holistic development. Cache level 3. Block play can help develop children's creativity, imagination and physical development. Understand how the Early Years practitioner supports children's behaviour and socialisation within play environments. Decent, safe, and secure facilities are essential to successful educational programs. TASSORI, Penny. Presenters described research on the ways family, peers, schools, communities, and media and technology influence adolescent behavior and risk-taking. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. appropriate temperature and ventilation. Enabling Environments - Early Years Matters Enabling Environments The environment plays a key role in supporting and extending children's development and learning. But setting up an environment where you spend all day saying Dont touch this! or Stay away from that! is not the answer. This creates opportunities for children to make choices. Not consenting or withdrawing consent, may adversely affect certain features and functions. See a clip on the Bobo Doll experiment supporting SLT, Do further reading on Operant Conditioning Theory proposed by Skinner
An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. Begin typing your search term above and press enter to search.
Another thing is inviting parents/carers to Share and join, in Cultural celebrations that happen throughout the year. Keep all hazardous chemicals and medicines in a locked cabinet and away from children. Provide a brief introduction into why it is important to produce a. document.write(new Date().getFullYear()) All rights reserved. To provide the best experiences, we use technologies like cookies to store and/or access device information. Features of a physical environment include: - Outdoor environment allowing for a range of different play opportunities - Cosy areas for children to feel secure - Furniture that is child sized - Resources arranged so children can access them - Wide range of toys and materials appropriate for age/stage of children - Layout indoors allowing It does not store any personal data. preference, interest and special educational needs. As reported by, To play is to engage in or to function or perform. From there, the process begins again, and we explain how and where to build in Valheim to suit each new harsh environment. Use tab to navigate through the menu items. Early Years Educator for the work-based learner. Different chemicals can impact human health in different ways, and often . Safe and effective learning.
Chemical Safety. e.g. He also believed that, childrens cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. clean and well-maintained. Children should and will change the story, characters, materials, events, locations and purpose of their play at will. competence, independent exploration and learning through play. 'Play spaces in natural environments include . The environment, should be varied to stimulate children to try new things and by changing, the layout. Enabling environments encourage babies and young children to play because they feel relaxed, comfortable and 'at home' in them. 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. 10/14/2015 02:23:41 pm. It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child. (welsh government play policy), Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;, Play is an essential part of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. of their culture and religion feel like they belong. 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. Why is play important in a learning environment? www.foundationyears.org.uk. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. When a child is given sweets to stop or calm their tantrum, their behaviour becomes reinforced; the child will learn
Indoor environments should be prepared for children's size (height). In your setting, identify open-ended materials. Research shows that play has a range of benefits to the child, family, and the community, as well as improving healthy and quality of life. 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. Use our essays to help you with your writing 1 - 60. Physical environment can be related to both student achievement and student behavior. Early years setting will set up the, physical environment so that it is attractive and so that the children can access a range of play. Learning Outcomes . Children need the opportunity to play and socialize outside too. - 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. This work is supported in part by New Technologies for Agriculture Extension grant no. Learn more. Physical environment: physical environment comprises indoor and outdoor areas. Describe your own role in supporting children's socialisation within play 3.4_2.2. Practitioners must support the beliefs and values of each child through a diverse environment. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. This website uses cookies to improve your experience while you navigate through the website. The physical environment will motivate children to play. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited How does playing in out-door areas help child's learning and development? Which is the best description of active play? The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. To learn more about positive and safe child care environments that support childrens learning, check out the following eXtension Alliance for Better Child Care articles: PhotobyDiane Bales/ CC BYhttp://creativecommons.org/licenses/by/2.0/. Unit 3.4 - How early years practitioners support children's behaviour and socialisation within play, Unit 3.6 Developing children's emergent mathematical skills COMPLETE.docx, Unit 3.6 Developing Children'sx emergent mathematical skills final.docx, Unit 3.5 - Developing children's emergent literacy skills.docx, Assignment 3.2 - Plan,lead and review play opportunity.docx, Unit 4.1 Engage in professional development COMPLETE.docx, Assignment 3.4 - Promote enabling play environment.docx, Unit 3.1 Understand the value of play in Early Years COMPLETE.docx, Question 11 You need to modify the STUDENTS table to add a primary key on the, The environmental Kuznets curve describes an inverted U shape relationship, Speaking of cleverness show respect for it by citing your scripture in chapter, The first few sections of this chapter are limited to JFETs and the graphical ap, Preparing for deploying additional domain controllers in the new forest After, Evidence from around Asia indicates hydropower projects are often late and over, The airline reservation system is more than just automated ticketing for an airline.docx, Increased bandwidth will be needed to support smart grid smart energy and health, Each virtual machine uses a static IP address 116 P a g e You need to create, 2 Not Running Processes that are not running are kept in queue waiting for their, A document that expresses an implementation dependent set of security, wwwislamicfinancenewscom Islamic finance and Sustainable Development Goals SDGs, Critique Empirical Studies on a Mind and Body Practice.docx, Delivering goods for carriage Delivering goods for repair with or without, C Page Ref 568 576 Difficulty Easy 33 The mechanism behind the inflation, The impact of stigma (alchohol and other drugs) on young people, particularly relating to the following area essay . Giving opportunities to children to play in different ways creates opportunities to gain a range of experiences. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. The ideal setting should have: cosy area, where children can feel secure and warm; furniture according to children's sizes; resources where children can access them; the setting also can write some signs in childrens home language. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. The environment must be kept free of clutter, and the placement of furniture must be evaluated for children or adults who have impaired sight or need extra space in hallways to use a wheel chair, walker, or cane. Of course, tantrums are negative behaviour and not socially acceptable, so reinforcing that behaviour is also not
An outdoor environment should be a place to run, play, and learn. It is important to give opportunities for children to have a challenge. By accepting, you agree to the updated privacy policy. Press ESC to cancel. opportunities to experience risk and challenge. The resources, and toys should be suitable for the age and stage of development for. Quorum Park Benton Lane Newcastle upon Tyne NE12 8BT alumni@cache.org.uk. Belonging, Being and Becoming, the Early Years Learning Framework for Australia examines the practice of early childhood pedagogy and the role that good learning environments play in teaching. publications/standard/publicationDetail/Page1/DfES/1081/2004
Learners should document how they can create an enabling play environment. The outdoors is not just for play but for learning as what can be found is there . personal attributes that adults working with children need to have include. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. The cookie is used to store the user consent for the cookies in the category "Other. 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. Explain why some physical environments attract more human activity than others?
5.1: Explain the importance of play to childrens learning and development and the need for an inclusive approach., Children learn a lot though their play. But opting out of some of these cookies may affect your browsing experience. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. These skills will last them a lifetime and prepare them for life after preschool. Explain the nutritional value of the main food groups. Children love to play, they are more motivated to learn during play, and they obtain all kinds of experiences and knowledge through play. Try to ensure activities focus on the process more than the result. It is important in an enabling outdoor play environment. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Always looking at the positive in everything that children do can help them to be more confident. 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. By clicking Accept All, you consent to the use of ALL the cookies. 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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