1. The perfect outside area is where children can be as independent as possible and make their own choices. Children that attend Early Years settings often come from a wide range of cultures and backgrounds. Learners should use the Independent research activity and peer discussion to finalise their plan. It is important in an enabling outdoor play environment. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. An outdoor environment should be a place to run, play, and learn. The infant will read a mother's frown as 'no' and a 'smile' as yes, its ok to touch the object. It is important to create a supportive environment for all learners, including children with developmental disabilities or suspected delays. We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. Make changes in your classroom environment. It is important for practitioners to vary the activities available in order to provide something new for children to explore and develop their skills. In addition to poor nutrition, some other examples of physical environmental factors are: Sleep deprivation Smoking Substance abuse Pollution Exposure to toxins during childhood Extreme weather conditions (such as excessive rain or snow) Hazardous conditions at work Request more info Social Environmental Factors 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. Learners should describe their own settings play environment in a way that shows how positive an environment it is. Learn more. Space for children to run around and a quiet space for children to relax. Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. A good learning environment will help students to feel comfortable and safe while they are in it. When your child is playing in the Dramatic Play or Block Area in preschool, they are not simply playing with toys. Learners should discuss how their own ability to deal with situations may impact on childrens behaviour and socialisation. the setting also can write some signs in childrens home language. What are typical occupations and career paths associated with your leadership style? The way the physical environment is set and configured often affects how people feel, act, and behave. CACHE LEVEL 2 This type of play involves children exploring unknown or new concepts. Explain strategies to encourage healthy eating. opportunities. Interaction helps children to play together and enrich their plays and improve their social skills. 5.1: Explain the importance of play to childrens learning and development and the need for an inclusive approach., Children learn a lot though their play. Unit 3.4: Contribute to enabling play environments. When a child is given sweets to stop or calm their tantrum, their behaviour becomes reinforced; the child will learn document.write(new Date().getFullYear()) All rights reserved. Explain how environments support play Analyse the impact of philosophical approaches on current frameworks in relation to play environments Explain how to work collaboratively to provide enabling play environments in Early Years settings This in turn can often lead to problems with behaviour as children become frustrated or bored. Early Years environments should be designed to support play-based learning that will benefit a childs holistic development. Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Children use play in the natural environment to learn of the world they inhabit with others. e.g. all the EYFS areas can be covered in outdoor areas. http://www.foundationyears.org.uk/eyfs-statutory-framework/ There are far better alternatives, such as StudyPrism and StudyBullets. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). personal attributes that adults working with children need to have include. soft play areas for the very young, What leadership styles fit you best? Detrimental environmental changes are already affecting the overall safety of outdoor play for children. Learners should discuss the actions and words they feel children have picked up from others. But setting up an environment where you spend all day saying Dont touch this! or Stay away from that! is not the answer. Indoor space needs careful planning as it needs to be flexible to accommodate children's changing interests and needs. Senses should be valued as they are needed as a child moves forward in life. Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator. 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.. The cookie is used to store the user consent for the cookies in the category "Performance". Contact Details. Learners should be given time to choose a suitable activity and to create a plan. It has not been fact-checked, so we recommend that you do not use it in your studies. A key feature of any early years settings is the adults who work with the children. Teaching maths through play in the Early Years Foundation Stage (EYFS) is very beneficial for children. By clicking Accept All, you consent to the use of ALL the cookies. Causal Role of Built Environments. 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. Play is like sleeping, we will have a better behavior after play. This can be achieved through a range of . Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. What is meant by a positive environment? This can make them feel more comfortable. Begin typing your search term above and press enter to search. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. It is good if the setting reflects their mother country, it makes them feel comfortable. It's easy to see why: we spend a lot of time thinking about what's around us. Hunt and coworkers have suggested that school climate has four domains and that to achieve a positive school climate, these domains must have the following characteristics: What makes a positive learning environment? Presenters described research on the ways family, peers, schools, communities, and media and technology influence adolescent behavior and risk-taking. 2.1. The key person system helps the children feel secure and develop relationships. It will also provide the resources that students need such as technology, classrooms, and . The ideal setting should have: cosy area, where children can feel secure and warm; furniture according to children's sizes; resources where children can access them; Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura Play provides children with the opportunity to problem solve, make mistakes, build connections and create within a secure environment. Giving children the chance to explore freely in a well-organized and child-safe space is a much more effective way to manage behavior and encourage learning. Maybe the laundry hasn't been folded in three days, and it bugs you every time you go to bed. they are building relationships and friendships. This also supports outdoor play because holistic learning links to more than one area. The outdoor environment is not just physical development, you can allow children to play in a range of ways, including sensory play, etc. This is known as positive reinforcements. You may be thinking, maths and play are at two opposite ends of the spectrum; one is full of rules and equations, the other is unruly and imaginative fun. A high quality environment for young children should: Adventurous and risky. clean and well-maintained. Enabling Environments - Early Years Matters Enabling Environments The environment plays a key role in supporting and extending children's development and learning. By making sure you have a fun and appropriate environment for your child to play in, you can help them . (The Mozart of Psychology Lev Semenovich Vygotsky, 2005.) Good accessibility - often via roads or tracks along valleys or sometimes along the top of hill ridges. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. Understand the play environment 1.1 Explain what is meant by 'the play environment' 1.2 Explain how environments support play 2. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Learners will need a large piece of paper for this activity. See appendix ?., It is a requirement of the EYFS for key persons to work closely with parents with the aim of helping them to support their child's development at home. AC 1.2 Explain how environments support play. The technical storage or access that is used exclusively for anonymous statistical purposes. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. Practise 'inclusivity and diversity' e.g. www.education.gov.uk/publications http://creativecommons.org/licenses/by/2.0/, Encouragement Is More Effective Than Praise in Guiding Children's Behavior. Explain why some physical environments attract more human activity than others? Learners should privately reflect on their own behaviours and the impact these may have on children. A number of specific environmental issues can impede human health and wellness. 1.3. How does the environment affect childrens right to play? 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. 1.1 Explain what is meant by 'the play environment' 1.2 Explain how environments support play ; 2. The environment must reflect the different ways that children learn and provide children with open-ended . 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. From there, the process begins again, and we explain how and where to build in Valheim to suit each new harsh environment. The way in which practitioners and other adults act and behave make a, big different to the environment. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Communication The ability to . This involves providing a range of stimulating activities, resources and materials that are appropriate to the age, interests and stage of development of each individual child. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. This website uses cookies to improve your experience while you navigate through the website. 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. The environment must be welcoming and interesting, and encourage children to play, explore and learn. smooth transitions between activities and spaces. Evaluate national and local initiatives which promote healthy eating. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.4: Contribute to enabling play environmentsLearning outcome: Understand the play environmentAssessment criteria: Explain how environments support play. It is beneficial for Early Years settings to reflect the cultures of the children that attend. Home-based environmental factors that can have a significant impact on mental health include: Climate. 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. Some of the cognitive skills being learned are curiosity, problem solving, intentionality, verbal skills, etc. A positive learning environment is created when you value participatory teaching and learning and when there is trust and rapport among students and between yourself and students. Explain how environments support play. The How To series consists of seven booklets promoting key areas of quality provision. Children are natural explorers and risk takers. In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. The cookie is used to store the user consent for the cookies in the category "Analytics". Explain how environments support play. 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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