If children in your child care program are misbehaving, check to see whether the environment is contributing to the problem. Instead of spending your time redirecting children, think carefully about how you set up the environment. www.legislation.gov.uk/ Play doesn't just happen. What leadership styles fit you best? EARLY YEARS EDUCATION Analyse strategies to support. Or, if you're like us and prefer to . It appears that you have an ad-blocker running. Physical environment of schools is . In indoor spaces, this might mean cosy corners and areas where children can play together or with an adult. Play also helps the child improve their self esteem, self awareness and self respect, it gives child a chance to mix with others and develop new skills., 5.1. How does the environment support play? for him/her to touch it. Play areas that support children's individual needs in terms of their age,ability, www.education.gov.uk/publications Some of the cognitive skills being learned are curiosity, problem solving, intentionality, verbal skills, etc. This cookie is set by GDPR Cookie Consent plugin. Keeping children safe is crucial. This type of play involves children exploring unknown or new concepts. How do these toys help a child's and learning development? The baskets, boxes or shelves should be labelled with photographs of what they have inside, then the children can identify and choose what they want to play without asking for help. What is meant by a positive environment is a happy place. The technical storage or access that is used exclusively for statistical purposes. Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Layout of the physical environment e.g. How do these core areas help child's learning and development - appropriate materials, equipment and resources Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. Support for those who deliver education. What are the characteristics of a good play? 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. Presenters described research on the ways family, peers, schools, communities, and media and technology influence adolescent behavior and risk-taking. 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. 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. This could be any space or setting, either outdoors or inside, and may include: play centres. 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. Imelda. Adults have ultimate control over a child's environment. (Please do this for EACH environment identified.) Adapting the Child Care Environment for Children with Special Needs, Finding Inexpensive Toys for a Child Care Program. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. It encompasses both the physical environment (such as the layout, equipment and furniture) and the "emotional" environment (the atmosphere, or ambience that is created). Features of a physical environment include: Outdoor environment allowing for a range of different play opportunities, Resources arranged so children can access them, Wide range of toys and materials appropriate for age/stage of children, Layout indoors allowing different areas of play, The term environment also covers the social aspects. Explain the impacts of poor diet on childrens health and development in the: short term, long term. preference, interest and special educational needs. 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. In character development ___ is the measure of how a person conducts themselves under a certain set of circumstances. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. If the settings dont have their own outdoor area, the practitioners should go to some playground or park area near the nursery. Have you been pursuing one of them already? Do not sell or share my personal information, 1. And all that external stimuli has an effect! Collaboration The ability to work in teams effectively by building knowledge together in physical and virtual environments. This creates opportunities for children to make choices. What are typical occupations and career paths associated with your leadership style? The perfect outside area is where children can be as independent as possible and make their own choices. Explain why some physical environments attract more human activity than others? What is the formula for calculating solute potential? Space for children to run around and a quiet space for children to relax. Learn more. A good learning environment will help students to feel comfortable and safe while they are in it. Hear specific strategies for inclusive services, including changing classroom routines and environments to support individualization. A good early childhood environment meets the child's basic needs and supports and encourages children to engage in activities that implement the program's curriculum. children. Aistear: the Early Childhood Curriculum Framework's " Learning and developing through play " identifies the following three stages of adult support of play. Unit 3.4: Contribute to enabling play environments. How can practitioners help children develop these social skills? You also have the option to opt-out of these cookies. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. Essays on Explain How Environments Support Play for students to reference for free. View the evidence supporting his theory, Identify therapeutic support available for child's learning and development, DFE (2017) Early Years Foundation Stage Framework (EYFS) 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. Explain the importance of play to childrens learning and development and the need for an inclusive approach., play is the elemental learning process by which humankind has developed. A high-quality EYFS learning environment involves both the people and the space in which children can develop. 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. document.write(new Date().getFullYear()) All rights reserved. Bullet 1. Children that attend Early Years settings often come from a wide range of cultures and backgrounds. Holistic plans support children's access to outdoor play because they are looked at as a whole and they are not restricted from any activity. 10/14/2015 02:23:41 pm. Learners should discuss the actions and words they feel children have picked up from others. These skills will last them a lifetime and prepare them for life after preschool. e.g. Safe settings ensure that infants and toddlers can explore freely, which in turn supports their developing sense of self. 4 Which is the best description of active play? opportunities. Hodder Education:London CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Explore effective, research-based environmental modification practices. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. 1 Learning Environments: An Introduction 2 The Indoor Environment: Designing and Organizing 3 The Outdoor Environment: Designing for Learning 4 The Environment: Materials 5 Resources such as blocks for building with felt pens, chalks or pencils, clothes for dressing up in and small items such as cars, dolls and jigsaws should be available to children themselves. 3.4_1.1 & 1.2 Identify types of environment & say how these environments support play 3.4_1.3. Understand the play environment. Plan an activity to support healthy eating in own setting. https://www.education.gov.uk It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). 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. Physical environment is related to teachers' levels of absenteeism, effort, effectiveness in the classroom, morale, and job satisfaction. 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. the setting also can write some signs in childrens home language. 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. Compromising: Give children ideas about how each can get a little of what they want. Begin typing your search term above and press enter to search. 2. Early learning and childcare Early Years Educator for the work-based learner. Unit 3.4 Understand the play environment, The physical environment includes both indoors and outdoors. positive relationships between children. Looks like youve clipped this slide to already. Home-based environmental factors that can have a significant impact on mental health include: Climate. In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. Resources should be of the highest quality. Communication The ability to . Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. Now customize the name of a clipboard to store your clips. 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. 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/. This website uses cookies to improve your experience while you navigate through the website. 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. Block play can help develop children's creativity, imagination and physical development. Books need to be attractive and appropriate for their ages. Decent, safe, and secure facilities are essential to successful educational programs. Different chemicals can impact human health in different ways, and often . acceptable. All children are able to play outdoors and be able to do adult led activities and child initiative activities. Modifications and adaptations to the environment are ongoing processes based on the needs of the families and children you serve. Adventurous and risky. 7.3 explain how to adapt practice to meet the individual needs of children when supporting creative and imaginative development . Place hazardous objects, such as knives and other sharp items, out of reach. Its always about learning as they progress, What is play? We've encountered a problem, please try again. All aspects of an enabling environment include learning . Tap here to review the details. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. The play environment is the provision that is made foe children in which they can learn, play and relax. This supports a childs social and emotional development and gives them the confidence to participate. Learners should discuss how their own ability to deal with situations may impact on childrens behaviour and socialisation. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. http://creativecommons.org/licenses/by/2.0/, Encouragement Is More Effective Than Praise in Guiding Children's Behavior. Tassoni et al (2014) Level 3 Early Year Educator. A quiet area for play with a smaller number of materials may help an overactive child be more successful because it presents fewer choices in terms of materials or toys. A number of specific environmental issues can impede human health and wellness. Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura This means that, the personal attributes of adults make a difference to the feel of the environment. In general, physical play should be encouraged by climbing equipment and swings (also in the toddler area), tricycle paths, and large areas of grass and hills on which pre-schoolers can run and crawl and infants and toddlers can lie, crawl, and roll. Children need to feel a part of a group and to, feel that they belong. . Explain how the environment supports play. www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education Provide a brief introduction into why it is important to produce a. The environment should be interesting, inviting and free from distractions, allowing the children to focus on their play. Explain how environments support play. www.foundationyears.org.uk. Children love to play, they are more motivated to learn during play, and they obtain all kinds of experiences and knowledge through play. This cookie is set by GDPR Cookie Consent plugin. I have also observed in my practicum that children who played together earlier in the day tended to stay together for the rest of the day. Children should and will change the story, characters, materials, events, locations and purpose of their play at will. Features of a good learning environment in early childhood. DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS) publications/standard/publicationDetail/Page1/DfES/1081/2004 Unit 3.4 - Promote enabling play environments.docx, Unit 3.4 Promote enabling play environments COMPLETE.docx, Assignment 3.4 - Promote enabling play environment.docx, the weight of the evidence of three witnesses independently identifying the, Specific language should not be used to present the reasons for bad news when a, The value is zero The receive side is the same as the pay side with the cash, Objectives Be able to interact with various computational techniques and devices, B NEW QUESTION 28 The leadership team at Universal Containers UC is focused on, Solution The correct answer is for Wrong Hide solution Question 5 The is an, vitiated by malafide factual or legal or is based on extraneous consideration, of the society Second the pro birth control feminists began to popularize the, 1042 e x 1 x 1 x 1 2 x 3 x 2 4 The expression in square brackets approaches 1 2, Several studies and meetings with stakeholders and potential business partners, Question 15 Incorrect Mark 000 out of 100 Question 16 Incorrect Mark 000 out of, And I mean it just everything everything that he does I know is that one of, 2 P a g e B S B S U S 2 0 1 S A B V 2 TECHNICAL INSTITUTE OF VICTORIA provide, 7 A snow cone consists of a paper cone completely filled with shaved ice and, strategies we need to recognize and develop the talents of workers by creating. This is known as positive reinforcements. The outdoor area helps children to socialize and develop their communication. 'Play spaces in natural environments include . Freedom of movement e.g. Group spaces and areas for children to explore creativity. Understand the play environment (1.2 . Children need to feel accepted and part of, group and that they belong, as this will have a major impact on, their social development and their own well-being. Check the source www.HelpWriting.net This site is really helped me out gave me relief from headaches. 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. The technical storage or access that is used exclusively for anonymous statistical purposes. At the same time, resources would be easy, and the children dont need to ask for help to get them, some resources should be put out, and then children need to ask adults for help. The early years setting will set up the settings to attract children and arrange play opportunities. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. children will learn to be polite too. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. variety of activities using indoor and outdoor environments. Teaching maths through play in the Early Years Foundation Stage (EYFS) is very beneficial for children. they are building relationships and friendships. 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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