In short, this means that any records you complete should be up-to-date, complete, accurate and legible. The EYFS requires that assessment begins with observation of the children . What does the EYFS say about observation assessment and planning? As mentioned previously, records should only be read or updated in a secure and private location that is free from prying eyes. The information on this page was automatically generated by a computer program. reasons for maintaining accurate and coherent records legal requirementsbolsa thinks they should find Explain strategies to encourage healthy eating. To achieve the criteria you must show that you are able to: A discussion of the need for confidentiality to include: valid reasons for maintaining confidentiality, appropriate sharing of information gained from observations. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. Planning starts with observing children in order to understand and consider their current interests, development and learning. Furthermore, respecting the wishes of children and their families with regard to diet is a requirement of the Early Years Foundation Stage (EYFS). This policy addresses several areas of business practice, but no statement can cover all situations . The planning cycle is a cycle that helps to support childrens learning. This cookie is set by Addthis.com to enable sharing of links on social media platforms like Facebook and Twitter, This cookie is used to recognize the visitor upon re-entry. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. reasons for maintaining accurate and coherent records legal requirementswhat to do when your doctor lies to you. Legal Requirements for Maintaining Accurate and Coherent Records Childcare The accountable executive must approve the design of all files and forms before they are used. To quote one of my colleagues in the office: "if it isn't written down, it didn't happen!" Here are some practical suggestions that you should consider in drafting and maintaining documents (e.g. It is the policy of Coherent to maintain the highest standards of integrity, honesty and fairness to all persons, business organizations. Save Paper; Record Keeping. The purpose of this policy is to define record keeping requirements for all personnel involved in creating, maintaining, monitoring or contributing to social care records. What are the 4 types of observation in childcare? reasons for maintaining accurate and coherent records legal requirements. Setting a regular time and routine for completing documentation can help to ensure things are not missed. tidelands health the bridge. D2 Explain reasons for maintaining accurate and coherent records must include an explanation of : clarity of information to inform others legal requirements Support for informed decisions/future . Records should always be up-to-date. By learning from theorists that children learn differently, helps practitioners to understand that they may have to adapt activities to suit the childs individual needs. We also use third-party cookies that help us analyze and understand how you use this website. mechanicsburg accident yesterday; lee chamberlin cause of death; why do geordies call cigarettes tabs; tui management style; duggar couples ranked. The practitioner then could write down in the evaluation for example from the observation according to the EYFS a two year old can kick a ball which means that the child that got observed is at the correct milestones for their age but they actually cant kick a ball means that the child is behind in development and this needs to be recognised so that the child can have additional support. 3.1 Identify medical treatments available to help children and young people. This could be doing 1-2-1 tasks with the child so that the child gets the practitioners full attention and can help support them without going to help other children and they could give packs to send home with the child for the parents to be able to boost the childs development. Documentation such as care plans are constantly changing and should be regularly reviewed to ensure that they fulfil the individuals current needs, wishes and preferences. Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors. This thesis entitled An Assessment of the Factors Influencing the Upsurge of Islamic Banking in Kenya written and submitted by Wilson M, disasters that cause a pandemic of unnecessary terror to the online community. Running records. Practitioners should have accurate records of the children in the setting in to order to plan for next steps. when practitioners observe children they should take in to consideration whether the child is feeling well because if the child is not feeling well they may not act and respond how they would normally. Describe how to ensure records are stored securely. Course Hero is not sponsored or endorsed by any college or university. Ensuring that you record information as soon as possible helps with accuracy because the information will still be fresh in your mind. (use images, titles etc). DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. reasons for maintaining accurate and coherent records legal requirements. they keep a record of the care and treatment being provided to each service user, the records are used to plan and describe the care and treatment for the individual in line with his or her needs, the recording is carried out promptly, and is accurate and factual, the recording keeps in mind the persons needs for dignity and confidentiality, ie it should never be abusive, judgmental or libellous, the records link together, in a confidential manner, information about the person that relates to his or her past, or to his or her care and treatment from other professionals and agencies. This means sticking to the facts and writing in an objective manner. It is essential that all records are 100% accurate. This entails treating record keeping as a total system that is planned, managed, reviewed and improved as a whole. One of these factors to consider is whether the child is hungry or tired because this could affect whole the observation turns out. The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". Key messages. Theories about children learning, thinking and their behaviour can help when making the observations. 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. This is used to present users with ads that are relevant to them according to the user profile. Ultimately if no record is made, the law may consider the events not to have happened. All practitioners have duty to maintain a good clear written record of all concerns and actions regarding safeguarding and, Observations support practitioners to decide where children are in their, Why Is It Important To Ensure Accurate And Coherent Records. The guidance found in Prompt 21A applies to all regulated services. Accurate records are essential when it comes to preparing tax returns. As some of these observations techniques may work better than others. The Benefits of Keeping Good Records in Nurseries. reasons for maintaining accurate and coherent records legal requirements June 14, 2022 June 14, 2022 safe storage of observations/information. When a care plan is being structured the importance of how this should be documented should be taking into account. The time, date, your signature and printed name should be included on all records to ensure transparency and accountability. Accurate record keeping is more than just good admin - it's good manners. They also need to have the childrens emergency contact information so that they can contact the childs parent/carer if a serious injury occurs in the setting. The child`s record is usually created from notes taken during a visit or interview, and these can be used directly or because of the fact that this information is included in a . Record keeping is an important, if time consuming and often irksome, activity for care service managers and their staff. Show More. How observations are used when working in partnership: Partnership working can happen when observing to see if a child has a medical condition or they have a delay in an area of their development. It is essential to keep records, as Ann. cze 23, 2022 . 3.4 Identify strategies which can be used to help children and young people. You should also ensure that nobody can overhear you when talking about personal information. When working with the parents they will probably give you suggestions on how to support their child with their development. Standard 9: Awareness of Mental Health, Dementia and Learning Disability, Standard 15: Infection Prevention and Control, Implement Person-Centred Approaches in Care Settings, Safeguarding and Protection in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Personal Development in Care Settings, Promote Equality and Inclusion in Care Settings, Promote Person-Centred Approaches in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Promote Effective Handling of Information in Care Settings, Work in partnership in health and social care or children and young peoples settings, Facilitate Person-Centred Assessment to Support Well-Being of Individuals, Facilitate Support Planning to Ensure Positive Outcomes for Individuals and to Support Well-Being, Understand Personalisation in Care and Support Services, Health and Safety in Health and Social Care Settings, Professional Practice in Health and Social Care for Adults or Children and Young People, Safeguard Children and Young People who are Present in the Adult Social Care Sector, Develop, Maintain and Use Records and Reports, Understand Safeguarding and Protection in Health and Social Care Settings, Service improvement, entrepreneurship and innovation, Promote effective handling of information in care settings. This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Records are kept securely, with clear procedures in place for gaining access to them, and for any sharing of information between those providing the care and between the care provider and other agencies. Any changes to records should also be signed and dated and an audit trail maintained so that the history of the document is kept on record. If the care service closed down, it would still need to arrange for any records to be kept securely for the minimum legally required retention period, eg three years in the case of care records. Records should be accurate and coherent because: They may be used to assess and meet a child's needs. Two of the principles of good record keeping from the nursing and midwifery council 2009, suggests all handwriting should be legible and records should be accurate and recorded in such a way that the meaning is clear. Electronic documents should not be left open on a computer if you have to leave. Then the practitioner will compare the child to the E.Y.F.S framework to see if the child is below average, average or above average for their development depending on their age. It is important for childcare providers to be aware of any special dietary requirements that a child has in order to avoid serious incidents. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. Once you have finished reading or updating, the records should be returned to their secure storage immediately. You can use essay samples to find ideas and inspiration for your paper. This will not keep the child safe because the person who picked up the information now knows about the child and they could spread the childs data and put the child in a dangerous situation. meross smart switch manual; triple crown softball world series 2022. reasons for maintaining accurate and coherent records legal requirements. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 4 Understand recording, storing and sharing information in relation to partnership workingAssessment criteria: 4.2 Explain reasons for accurate and coherent record keeping. 12 Keeping and maintaining records Schools must ensure that educational records are maintained and disclosed to parents on request, as noted in the Education (Pupil Information) (England . Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 1.1: Support healthy lifestyles for children through the provision of food and nutritionLearning outcome: Understand individuals dietary requirements and preferences.Assessment criteria: Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. If the child milestones are not where it should be for their age then the practitioner should discuss this with the childs parents so that they are able to come up with ways together to support the child at home and in the setting. Factors identified for consideration when undertaking observation of children should include: When practitioners observe children there are lots of different factors that the practitioner needs to take in to account before they do an observation in order for it to be accurate. Level 3 Diploma for the Early Years Educator, Explain reasons for accurate and coherent record keeping, 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. Records provide important data about each child's development and progress over time, which can be used to assess their individual needs and plan . Lyn Romeo, 10 April 2017 - Information and access. reasons for maintaining accurate and coherent records legal requirements. This means ensuring they are stored in a safe place that cannot be accessed by anyone unauthorised. This method involves factual accounts of events that have taken place. 10 Jun. A Thesis Submitted to the University of Eastern Africa, Baraton, School of Business, Department of Management This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. Records should be completed as soon as practicably possible so that it is fresh in your memory and should be kept up-to-date. How observations can support development, learning and progress: Observations help support development, learning and progress because the practitioner is able to see what milestones the child is at and plan to support their next steps in development. This cookie allows to collect information on user behaviour and allows sharing function provided by Addthis.com. The legal requirements for the keeping of records are set out in Regulation 20 of the Health and Social Care Act 2008 (Regulated Activities) 2010. By both practitioners and parents working together as soon as they find out about the childs delay they should try and support it quickly to stop the child becoming more delayed when they start school. You should use this information to answer questions IN YOUR OWN WORDS. These guidelines are written for adult care workers and aim to explain best practices for handling information including record maintenance, storage and security. This means that when practitioners are observing they should refer to a child as child A or child B and use have a side note as to what their actual name is in order to keep the child safe. When practitioners observe the environment they may see that only girls use the dressing up area which means that they may need to change some of the clothing in the dressing up area which will entice boys to dress up. Unit 14 Professional partnerships in early years 2018_19.docx, unit 9 Supporting emergent literacy 2021-2022 Assignment brief.docx, Unit 10 Supporting emergent mathematics .docx, Unit 15 Professional Practice Portfolio 2 2020.docx, Unit 13 Reflective Practice for professional development 2018_19.docx, Unit 12 International Perspective 2018.docx, departed people from their tradition As modernity celebrates distance from our, 55 What is the forecasted amount of total CASH PAYMENTS FOR PURCHASES in January, 1 Mergers Acquisitions and Sales in order to obtain a fair market price to, A True B False 6 What types of abstraction are used in software design A control, 56 Big Top Co produces camping trailers Sales of the plein aire model have been, Main Exam Read a case study Create diagrams and solve problems based on the case, Building a Civilization of Love Assignment SF.docx, Youll need to be logged into the Breaking Into Wall Street site to access it, orgeclipseemfmappingui version 2100 copyright The Eclipse Foundation makes, To determine LOD and LOQ fortification experiments should be conducted using a, Sampling A convenience non probability sampling approach was employed by this, Handmaid's Tale X Hamlet Connection Essay.docx, 8 666666 points Previous Answers scalcet8 47035nva The top and bottom margins of, It seems he was trying to write a gossip article about Naoe sensei He has a wife, D NEW QUESTION 146 A nuclear plant was the victim of a recent attack and all the, Future studies may investigate how the interactions among fans in these groups, If the absolute value of the slope of the demand curve is 025 price is 8 per. Observation is the first part of the cycle where the practitioner has to look to see what the child is doing and who they are interacting with if they are interacting with anyone, they should be listening to exactly what the child is saying not what they think the child is saying and they should be writing down exactly what they see and hear the child say and do. Be able to complete records [AC 5.1] 98. coalville tip book a slot; modular homes kelowna; alamogordo daily news police logs april 2021 By doing this it will make the planning easier for the separation and to help the transition go the way they wish for it to go. D2 Identify factors to consider when observing children. This page is designed to answer the following questions: NOTE: This page has been quality assured for 2023 as per our Quality Assurance policy. The same happens if an area of the setting does not get used at all they will take the stuff in that area out and put something that is more stimulating in that area of the setting for the children. reasons for maintaining accurate and coherent records legal requirementstaylor and devine tuning in frameworktaylor and devine tuning in framework This cookie is set by the provider Addthis. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form. For example if the practitioner notices that after they do a few child tracker observations on the children and the biggest area which is the book corner has smallest amount of children in it and the smallest area which is the dressing up area has the most children in, they will swap the book corner and the dressing up corner around. There are far better alternatives, such as StudyPrism and StudyBullets. reasons for maintaining accurate and coherent records legal requirementsbest suny schools for physical therapy. Analytical cookies are used to understand how visitors interact with the website. 5) It Makes Preparing Your Tax Returns Much Easier & More Accurate. You also have the option to opt-out of these cookies. It is used by Recording filters to identify new user sessions. Discussion of the need for confidentiality must include: When practitioners observe children they need to keep the information on the child confidential. Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. This helps the child to develop their creative development. Incomplete records could result in staff not being aware of the whole picture or having to use guesswork. They are legal documents that may be used in a courtroom. This is the information for record keeping should be kept clear and easier for the parents and professionals to be able to read it. Legal requirements; Support for informed decisions/future planning; . Charity; FMCG; Media The requirements to keep certain kinds of records are broken down into two sections. Find out more You can purchase resources to help you keep accurate and up-to-date records from the Alliance shop. If a child is hungry or tired their behaviour may be different allowing them not to concentrate as they either want to go to sleep or they want something to eat. Bookpoint Ltd. Abingdon Oxon page 326 states Practitioners should not discuss or share information, for example, when chatting in the staff room or with friends at the weekend. This is because if the member of staff or their friend tells someone else confidential information about the child and it gets back to the setting then the practitioner that told someone about the child will get in to trouble because they have spread the childs confidential information. Paper records are usually stored securely in cabinets or drawers that are protected by a lock and key. According to the EYFS (2012) pg 3 they state that people should Observe children as they act and interact in their play, everyday activities and planned activities, and learn from parents about what the child does at home (observation). In 20 (2), it requires any record, paper or electronic, to be kept securely, but in a place where it can be accessed promptly when needed. This cookie is used to track how many times users see a particular advert which helps in measuring the success of the campaign and calculate the revenue generated by the campaign. Posted on June 8, 2022 ; in pete davidson first snl episode; by Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. reasons for maintaining accurate and coherent records legal requirements . Explain the impacts of poor diet on childrens health and development in the: short term, long term. Records should be stored in accordance with legislation, company policies and best practices. shorewood intermediate school staff; where was hunters in the snow painted Keeping records LO5. Effective Practice: Observation, Assessment and Planning. This website uses cookies to improve your experience while you navigate through the website. Home| Psychology| Child Development| Child Observation. By continuing well assume youre on board with our, https://samploon.com/child-observation-assessment-and-planning/, How observations are used to plan for individual needs, Select a writer from a large pool of experts, How observations are used to review the environment, How observations are used when going through a transition, Support for informed decisions/future planning, Ways observations support assessment of childrens progress, use the planning cycle to inform child-centred practice, Valid reasons for maintaining confidentiality, Appropriate sharing of information gained from observations, Discussion with other professionals, parents/carers, Meggitt.C (2015) CACHE Level 3 Child Care and Education EARLY YEARS EDUCATOR. This category only includes cookies that ensures basic functionalities and security features of the website. In Regulation 20 (1b), care providers must keep corresponding records about the people employed to provide the service (ie staffing records) and the management of the service. Observations are used to review the environment and helps practitioners to find out what issues there are in the different activity areas around the setting. Understand the observation, assessment and, Produce a written report based on your research and, study around the observation, assessment and planning, To achieve the criteria you must show that you are able, Explain the use of observation of children 0 to 5 years to include how. Pay Extra Taxes. reasons for maintaining accurate and coherent records legal requirements . Describe food and drink requirements in relation to current frameworks. This is why it is important that observations are done accurately in order to plan to meet childrens individual needs. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. It contains an encrypted unique ID. What are the 5 developmental areas that we use when observing a child? 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.