Not only is having a shelter important to help you survive against the elements and creatures which may roam around, it's also where you will begin crafting your resources into useful weapons and items to help you explore new biomes. The Characteristics of an enabling play environments. The cookie is used to store the user consent for the cookies in the category "Analytics". 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. It has contributed significantly to the evolutionary and developmental survival of our species. (Please do this for EACH environment identified.) They are developing cognitive, socio-emotional, and physical skills. allowing children to move around and choose their play area. 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. In general, physical play should be encouraged by climbing equipment and swings (also in the toddler area), tricycle paths, and large areas of grass and hills on which pre-schoolers can run and crawl and infants and toddlers can lie, crawl, and roll. The outdoors is not just for play but for learning as what can be found is there . This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. Cultural environment: the early years setting reflects through the designer cultural aspects, sometimes using posters, books, etc. Reflect on own role when supporting healthy eating in own setting. Essays on Explain How Environments Support Play for students to reference for free. Early years setting will set up the, physical environment so that it is attractive and so that the children can access a range of play. In the past, there were many reasons that some physical environments attracted more human activity than others did. children. Learners should discuss how their own ability to deal with situations may impact on childrens behaviour and socialisation. Identify types of environment. What is meant by a positive environment is a happy place. Climate change is also connected with greater mental health issues. Play promotes a childs development, learning, creativity and independence. For instance, new toys and resources, so children do not get bored and the toys should be easily accessible for the children to reach if needed. Have you been pursuing one of them already? Environments should also foster creativity by encouraging experimentation and exploration. In the outdoor area, it is also important to give opportunities to children to experience the natural world. Warning: The information on this website has been written by a robot as part of test we are carrying out to test the viability of using Artificial Intelligence in an Academic arena. A high-quality EYFS learning environment involves both the people and the space in which children can develop. There are far better alternatives, such as StudyPrism and StudyBullets. It will also provide the resources that students need such as technology, classrooms, and . For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. The outdoor environment is not just physical development, you can allow children to play in a range of ways, including sensory play, etc. It does not store any personal data. 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. Enabling Environments - Early Years Matters Enabling Environments The environment plays a key role in supporting and extending children's development and learning. Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Children need to feel a part of a group and to, feel that they belong. opportunities to experience risk and challenge. Maybe the laundry hasn't been folded in three days, and it bugs you every time you go to bed. DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS) 1. In indoor spaces, this might mean cosy corners and areas where children can play together or with an adult. 1.4 To learn more about positive and safe child care environments that support childrens learning, check out the following eXtension Alliance for Better Child Care articles: PhotobyDiane Bales/ CC BYhttp://creativecommons.org/licenses/by/2.0/. Describe food and drink requirements in relation to current frameworks. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura Quorum Park Benton Lane Newcastle upon Tyne NE12 8BT alumni@cache.org.uk. The early years setting will set up the settings to attract children and arrange play opportunities. Which is correct poinsettia or poinsettia? navigating easily from one area of room to another. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. they are building relationships and friendships. Press ESC to cancel. The play environment is the provision that is made foe children in which they can learn, play and relax. Layout of the physical environment e.g. Course Hero is not sponsored or endorsed by any college or university. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Rewards can be in the form of both verbal praise and tangible. Learners should consider opportunities for children to be together and, where appropriate, to work together at one activity such as building blocks or ball play. This in turn can often lead to problems with behaviour as children become frustrated or bored. 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. This could be any space or setting, either outdoors or inside, and may include: play centres. This cookie is set by GDPR Cookie Consent plugin. 7.3 explain how to adapt practice to meet the individual needs of children when supporting creative and imaginative development . Resources should be of the highest quality. 10/14/2015 02:23:41 pm. Posters. 1. Tassoni et al (2014) Level 3 Early Year Educator. It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child. (welsh government play policy), Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;, Play is an essential part of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. Learners should consider options they have not seen in the setting. Planning for play. Check the source www.HelpWriting.net This site is really helped me out gave me relief from headaches. Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. Enabling environments encourage babies and young children to play because they feel relaxed, comfortable and 'at home' in them. Try to ensure activities focus on the process more than the result. acceptable. www.foundationyears.org.uk. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. Important features include unstructured spaces and activities for creative learning and spontaneous play. It is also important for some resources to challenge children and instigate their curiosity to learn. Activate your 30 day free trialto unlock unlimited reading. Understand how the Early Years practitioner supports children's behaviour and socialisation within play environments. Raising concerns. It is important to create opportunities for children to have a challenge. Explain why some physical environments attract more human activity than others? Play gives children chance to let off steam and have fun., The role of the practitioner in supporting the learning needs of children is they have to do regular assessments on their development and learning to identify their progress and plan their next steps Beaver, et .al, (2008). Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. I have also observed in my practicum that children who played together earlier in the day tended to stay together for the rest of the day. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. There is research to show that parents who do things such as share stories, chat to their children and play with them make a significant difference to children's outcomes., 3.Explain three different methods a playwork team can use to support children and young peoples play. 1. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Throughout play, they obtain knowledge,, Play is known to reduce stress and add a feeling of relaxation to our daily living. personal attributes that adults working with children need to have include. How does the environment support play? Play areas that support children's individual needs in terms of their age,ability, Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. As reported by, To play is to engage in or to function or perform. 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 Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Hodder Education:London Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. The workshop discussions of biobehavioral and psychological perspectives on adolescent risk behavior alluded repeatedly to the importance of the cultural and social contexts in which young people develop. Natural environments within children's services are the arena in which children learn these things. Learning Outcomes . Environmental health is one of the largest fields within public health because of the myriad ways external forces can impact how we eat, live, and grow. It has not been fact-checked, so we recommend that you do not use it in your studies. Cache level 3. Opioid Replacement Therapies (ORT). The perfect outside area is where children can be as independent as possible and make their own choices. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. Children should and will change the story, characters, materials, events, locations and purpose of their play at will. This cookie is set by GDPR Cookie Consent plugin. Early Years environments should be designed to support play-based learning that will benefit a child's holistic development. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. From an increase in adverse asthma symptoms to aggravated reactions from increases in heat for children with sickle cell disease, childrens access to play and a healthy quality of life are faltering. By accepting, you agree to the updated privacy policy. Bullet 1. Adventurous and risky. A rich play environment is one where children and young people are able to make a wide range of choices; where there are many possibilities so that they can invent and extend their own play. (The Mozart of Psychology Lev Semenovich Vygotsky, 2005.) These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. www.legislation.gov.uk/ It encompasses both the physical environment (such as the layout, equipment and furniture) and the "emotional" environment (the atmosphere, or ambience that is created). Books need to be attractive and appropriate for their ages. The way that this is done in, settings is by having a wide variety of books, about, different cultures, religions, and festivals in which the children can read, reflect multiculturalism and a diverse range of abilities and, languages. An enabling environment is a child-centric, age-specific space or setting that contains a variety of rich and stimulating media in which children feel comfortable, confident, safe and free to explore. How does playing in out-door areas help child's learning and development? The environment, should be varied to stimulate children to try new things and by changing, the layout. All aspects of an enabling environment include learning . Explain how to work collaboratively to provide enab ling play environments in Early Years settings. Provide a range of activities which serve different purposes and promote different areas of development, such as inspiring role play, problem-solving, exploration of personal relationships and quiet time and reflection. Analyse strategies to support. Explain what is meant by environment; Identify types of environment; Explain how environments support play; Analyse the impact of philosophical approaches on current frameworks in relation to play environments; Explain how to work collaboratively to provide enabling play environments in Early . Physical environment of schools is . Children need the opportunity to play and socialize outside too. Clipping is a handy way to collect important slides you want to go back to later. A number of specific environmental issues can impede human health and wellness. 1. Play also helps children to find out about themselves, their abilities and their interests. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. The infant will read a mother's frown as 'no' and a 'smile' as yes, its ok to touch the object. By clicking Accept All, you consent to the use of ALL the cookies. Learners should discuss the actions and words they feel children have picked up from others. Keeping children safe is crucial. Unit 3.4 Promote enabling play environments, The physical environment can be either indoors or doors, and there should be appropriate furniture and accessible toys, so the, furniture should be the right size, and there should be enough chairs and, tables that the children can use and access. 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. Children use play in the natural environment to learn of the world they inhabit with others. Play also fosters social interaction and helps children to understand the people and places in their lives, learn about their environment and develop a sense of community. Play doesn't just happen. Early Years Educator for the work-based learner. Explain how environments support play. 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? The baskets, boxes or shelves should be labelled with photographs of what they have inside, then the children can identify and choose what they want to play without asking for help. Safe and effective learning. 1 options: The term temporal order is used in film plots to present events out of story order by way of flashbacks or _____ Question 3 options: Plays are first written in text but include ____. A well-arranged physical environment should enhance children's development through learning and play. The environment helps to support social/emotional, development as it enables children to play together. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you. www.education.gov.uk/publications Explore effective, research-based environmental modification practices. Early Years environments should be designed to support play-based learning that will benefit a childs holistic development. 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. & Young People 's Workforce 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