DELEGATIONParents need to have a clearly defined role in the transition process. RESOURCESInvite schools to donate some uniform for children to try on in the early years setting. But with careful planning and communication, there are many ways in which you can support babies and their families when starting nursery. Respond sensitively to parents anxieties. The final result was amazing, and I highly recommend www.HelpWriting.net to anyone in the same mindset as me. MA Education 2023. Working in Partnership: Benefits and Challenges, Unit 10 supporting emergent maths introduction week 1. Hold story times or drop-in sessions so new families can get to know the provision before their child starts. NCFE CACHE Level 3 Diploma for the Early Years Educator, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Lead an activity to support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Plan for childrens participation in activities which support and extend emergent literacy, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Explain the use of systematic synthetic phonics in the teaching of reading, Explain strategies to support the development of emergent literacy in relation to current frameworks, Interact with children to meet individual language and communication needs, Develop a language rich environment for children, Analyse a language rich environment in relation to current frameworks for children, Explain what is meant by a language rich environment, Explain how working with others supports childrens emergent literacy from birth to 7 years, Describe factors which affect language and communication needs, Identify the stages of language and communication development from birth to 7 years, Lead opportunities which encourage childrens expressive art and design, Plan opportunities which encourage childrens expressive art and design. Plan an open evening to introduce new teachers and explain the structure and routines in Year 1. This should be individual for each child depending on their current abilities and what would help them to settle in to a new environment more easily. What does the EYFS say about transitions? Working in partnership with other professionals is essential when meeting the needs of children with additional needs. Children who are learning to speak more than one language have an additional need which can be supported through partnership working. 337 0 obj <>/Filter/FlateDecode/ID[<9BDADE4FBEA91F4982249C9442245674>]/Index[321 25]/Info 320 0 R/Length 82/Prev 111722/Root 322 0 R/Size 346/Type/XRef/W[1 2 1]>>stream Be clear about gaining permissions where applicable. Sign up for our free Navigate-Early Years e-alerts below and get the latest news & analysis sent straight to your inbox. Croner-i is a comprehensive knowledge and resource platform that enables professionals to stay ahead of change in their industry, with legislation, trends and best practice. For Nurseries GooglePlay, Disclaimer | Privacy Policy | Security | Terms & Conditions | Testimonials, 2022 Nursery Story Nursery Management Software Then plan some short visits to the new room supported by the key person, with activities that the child enjoys. Changes can be daunting but are unavoidable for many babies and children. Introduce a new key person to the child and his or her parents before they move rooms. Early Years practitioners provide a secure, familiar environment with a range of activities and play opportunities. Source:Universal Journal of Educational Research Volume 10 Number 9 Georgia Vaitsidi and Chrysanthi Skoumpourdi . Research suggests that transitions are central to young childrens development and emotional wellbeing, and the way in which the first transitions are handled could have a significant impact on the childs capacity to cope with change in the short and long term. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. Working together the long term benefits of a constructive partnership between parents and practitioners will have a positive impact on a child's development and learning experiences. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Early years practitioners should ensure children are fully supported through these key transitions and plan for them appropriately, writes Elizabeth Walker. They experience various activities throughout the day. Also, in case of, divorce child possibly will move to another house and maybe, will need to change school. For example: improvement in a child's behaviour over time thanks to effective parental involvement that has improved and contributed to a child's health, wellbeing learning and development There are many ways in which children benefit when parents and practitioners work together: Working in partnership The small amount of the EYPP funding per child means that partnership working will be a key way to making your funding go further. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. Sometimes a child needs to move to a new nursery or childminder due to a change in circumstances. Practitioners should therefore ensure that there is good communication and information-sharing between themselves and parents prior to a child starting school. Keeping to familiar routines, such as going to nursery, can help to reduce a child's anxiety. There are many possible professionals who may be involved in the lives of children with special educational needs, from hospital staff who deal with medical conditions, to speech and language therapists who assess and deliver programmes to support communication and language development. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Parents know their children best. According to Glasby and Littlechild (2004) there are 5 main barriers to effective partnership working. Kia has a problem with speaking and maybe reluctant to have her assessed by a professional. We would love to chat with you! Now conduct the interview. Elizabeth Thomas explores how parents and carers can work with practitioners and teachers to ensure children enjoy a successful transition from nursery to school. Professionals can include doctors, nurses, occupational therapists, speech and language therapists, psychologists, dieticians, SEND coordinators, the local authority etc. Some more detailed assessments or observations may also be required. evaluate partnership working in relation to children's transitions Posted on May 23, 2022by There are many people involved in the transition process and all need to be updated and work . Weve created an article with all you need to know to get your childcare setting ready for EYFS 2021. Ensure all staff are aware of the Local Offer and are confident to signpost parents to services as appropriate. Transitional objects such as special teddies or blankets may help the process. By sharing information and collaborating with social care professionals, Early Years practitioners can ensure that children are protected and receive the best possible care and support. Read More. click the attachment to see question Prepare a 1,000-1,250-word paper that focuses on United Healthcare case study Your essay should assess the readiness of the, Research a health care organization or network that spans several states with in the United States (United Healthcare, Vanguard, Banner Health, etc.). Consider how your childcare provision will be represented on the Local Offer and liaise with your local authority for information. The transition from an early years setting to a school setting is a much-researched area of early years practice. If youd like to find out more about transitions and parent engagement, view the Nursery Story Resource Centre. Ideas for effective transition practice include the following. For example, building a secure attachment with a nursery teacher or other key person helps support a child who may find transitions, such as separating from their caregiver challenging. Enabling environments Supportive relationships help to overcome these fraught, stressful times, reassuring children in ways that show it's ok to be concerned at changes - what is resillienceand have knowledge of ideas that it's claimed help children establish healthy sleeping routines. Getting to know their new surroundings will help to reduce any anxiety and make going to the nursery more enjoyable. Give the family a photo of the childs key worker to show when talking about going to nursery. The Z Sword is one of the two swords Ultimate Gohan can use in Super . Monday, April 8, 2019. Find out how the schools communicate with parents and share with schools how parents engage with practitioners at your setting. It provides evidence of high-quality education and care, and can support inspection preparation. Each professional or agency will have a different role to play but each of them is all as important. WH,```MgX The Designated Person in the setting is responsible for liaising with any statutory services concerning safeguarding and child protection. Here are some key points to reflect upon when planning for the summer term with the inevitable moving on of a cohort of children. For a child? 6. Early years practitioners have an important role to play in supporting children when they are experiencing strong emotional upset. Children who attend an Early Years setting may experience more changes than at any other stage of their education: Research suggests that transitions can have a massive impact on childrens development and emotional well-being. It is important that settings involve parents to stay informed about the setting and their childs development, which may involve using translation services. peep.ea.gr is using a security service for protection against online attacks. Encourage them to write down any questions they might have about what the transition involves. Working parents will need to be made aware of their options for wraparound childcare to alleviate any concerns they might have if the school day is shorter than the early years setting day. Children maybe being seen by a specialist such as a speech and language therapist and they can share advice and support so that everyone in the team can get involved to support the child. When transitions are not managed effectively, this can cause issues for children later on in life ( LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008) Settings and practitioners who promote positive transitions support children's development of resilience (Douglass, 2016). One aspect of this transition, however, appears to be undervalued - how parent partnerships can support positive transitions for children. Safeguarding children from harm is everybodys responsibility. Introduce the child to the other children in the room and arrange some one to one and group activities. 1pts The RN is working in a pediatric office and sees all these children.Which situation istheRN mandated to report to CPS? Level 3 Diploma for the Early Years Educator, Unit 3.13: Support children with additional needs, Evaluate the principles of working in partnership with others to meet childrens additional needs, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Contact Nursery Story Be the first to get our inspirational guides, new articles, e-books and tips all straight to your inbox. How using Nursery Story can support Early Years transitions, Instantly message families to reassure them quickly during the transition process. They can also make home visits to get to know their family, before visiting the new school for a play session during the summer term so children can meet their teachers, become familiar with their new environment and make new friends. It is hoped that sharing this across service providers will increase consistency of practice. It also help colleagues share information and observations leading to a greater understanding of child and their development which helps the child receive consistent level of care. Transitions are times of excitement and opportunities but are also full of uncertainty and expectations. Children may also have to face changes in their home life which will require additional support from early years practitioners. Early childhood professionals are willing to learn from one another. Parents and carers need to have clear information about what will be happening in the transition process and how they can support their child. A transition for a child with special educational needs (SEN) or disability may need additional planning to ensure that it is smooth and successful from the beginning. Now customize the name of a clipboard to store your clips. 04002826. There can be no one-size-fits-all approach to this transition and it is important to consider the individual needs that children and their parents might have. Access and read all incoming information on individual children. We've encountered a problem, please try again. The profile should be used to support a smooth transition to Key Stage 1 and help Year 1 teachers to plan an effective and appropriate curriculum that will meet the needs of all the children. Preparation for the transition should begin early and childcare providers should develop positive relationships with schools to facilitate the process. involve them in their child learning process. Children thrive in secure and loving relationships. For example, in an Early Years setting, there should be accessible zones or areas that offer various opportunities for play and experiences that reflect the childs age and developmental stage, helping them develop a sense of security and belonging and cope with changes. They need to develop warm, physical and loving relationship. Education the school doctor and school nurse focused on the needs of children WHAT IS PARTNERSHIP WORKING? This provides parents and carers, practitioners and teachers with a well-rounded picture of the childs knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. Provide opportunities for Year 1 children to experience structured play-based activities. endstream endobj 325 0 obj <>stream Free access to premium services like Tuneln, Mubi and more. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Click here to review the details. COMMUNICATIONTalk to parents. Cooperation between pairs of agen- . Leaving an Early Years setting to enter Reception is a significant change, but a smooth transition will help children settle in quickly and set them on the path to successful learning. EYFS says that partnership working with parents is vital to improve outcomes for children. Also, staff can give pieces of advice and support, to parents to help them to provide better care for, Explain the roles of others involved in partnership working. While change is often unavoidable, managing transitions sensitively can help to reduce any stress and anxiety. To create a shared level of expectation. Implement an activity to support healthy eating in own setting. The Two of Swords: Symbols and Meaning. Just another site evaluate partnership working in relation to children's transitions SPONSORED FEATURE ), Early Years practitioners can help to make sure that children settle in quickly and feel comfortable in their new environment. Especially if you have few eligible children, working with others will allow you for example to jointly commission bespoke training to meet your continuous professional development needs. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. Why are parent partnerships so important? Parents may also feel more encouraged and supportive towards the school. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. Activate your 30 day free trialto continue reading. Communication is the key to a successful transition. Safeguarding: Recognising and Reporting Signs of Abuse, Safeguarding Service Users from Abuse or Harm: The Policy Context, Safeguarding Service Users from Abuse or Harm: Leadership and Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Nursery Software 1455 Words6 Pages. Be aware of child development Having a sense of child development helps you understand what general skills children have or are working on. Whether moving to a different room or changing to a different activity, give them plenty of warning that a change is about to happen. Joint Local Area Reviews are undertaken to review if local authorities are meeting their statutory duties for partnership working under the SEND Code of Practice, which can include visits to early years providers. Knowing these milestones and skills allows you to provide children what they need to transition. 3. CU2940] Work in Partnership in Health and Social Care or Children and Young People's Settings [CU2940.1] Understand partnership working 1.1 Identify the features of effective partnership working All the parties involved have some sort of personal stake in the partnership; All the partners are working towards a common aim; When relationships are respectful, it can lead to an open dialogue which is more supportive of positive transitions. This is why respect and communication are such vital factors in enabling a smoother transitio. When planning a move to a new room, the childs key person should first visit the child and get to know them in their current room. So it can be helpful to establish a goodbye routine, perhaps using a favourite toy. Evaluating working in partnership Advantages of multi-agencies that supporting children with additional needs: Early identification of child's needs means that child can have early intervention, as a result later difficulties can be reduced or prevented. The new Development Matters and Birth 2 5 Matters guidance documents emphasise the importance of an enabling environment, especially during and after a transition. Make provision for parents with English as an additional language or those with poor literacy skills. 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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