By accepting, you agree to the updated privacy policy. However, for young children, maths and play actually have a lot in common. In settings they, have routines that enable children to enjoy having snack time tighter and, to play together play together. https://www.education.gov.uk The key person system helps the children feel secure and develop relationships. children's understanding, respect, care and appreciation for the natural. This type of play involves children exploring unknown or new concepts. Tap here to review the details. Features of a physical environment include: Outdoor environment allowing for a range of different play opportunities, Resources arranged so children can access them, Wide range of toys and materials appropriate for age/stage of children, Layout indoors allowing different areas of play, The term environment also covers the social aspects. Throughout play, they obtain knowledge,, Play is known to reduce stress and add a feeling of relaxation to our daily living. Essays on Explain How Environments Support Play for students to reference for free. Environments should be attractive and make children feel safe and secure and happy to be there and they should also be places where children can confidently play and learn. Block play can help develop children's creativity, imagination and physical development. 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. Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Brian Sutton-Smith (1997) a well-known play theorist believes that a child is born with a very active neuronal which will ease to function if not used. Posters. (3 marks), In the mind of a child play constitute what they experience through activity taking place during a specific period time collectively with friends, family members or individually alone in his or her personal space. 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. 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. Indoor space needs to be cautious in preparing its requirements to be flexible to accommodate childrens changing interests. 5.1: Explain the importance of play to childrens learning and development and the need for an inclusive approach., Children learn a lot though their play. 1. 10/14/2015 02:23:41 pm. Or, if you're like us and prefer to . Practitioners and adults in the, settings need to be friendly and welcoming, have empathy, organisation, skills, be fun, creative, adaptable, patient, dedicated and effective, communicators, as children are more likely to respond and therefore, participate with positive adults. document.write(new Date().getFullYear()) All rights reserved. Would you like to change your career path if you are given a, Outlinea training budget for developing all employees including line managers in the use 360-degree feedback tool. positive relationships between children. 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. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. The cookie is used to store the user consent for the cookies in the category "Performance". Belonging, Being and Becoming, the Early Years Learning Framework for Australia examines the practice of early childhood pedagogy and the role that good learning environments play in teaching. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. Starter Activity - Discuss as a group What is a play environment? Indoor space needs careful planning as it needs to be flexible to accommodate children's changing interests and needs. Understand how the Early Years practitioner supports children's behaviour and socialisation within play environments. allowing children to move around and choose their play area. The technical storage or access that is used exclusively for statistical purposes. The term environment also refers to the cultural aspects of an environment. or seamlessly moving from one area to another within the same room. Chemical Safety. Economic environment, which is the family's ability to provide financially for the child The physical environment may also impact development through exposure to drugs, alcohol, tobacco, or. Identify types of environment. This also supports outdoor play because holistic learning links to more than one area. Physical environment can be related to both student achievement and student behavior. Understand the play environment. 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. Explain strategies to encourage healthy eating. An outdoor enabling environment gives children a range of challenges that allow them to build on their level of development. Use tab to navigate through the menu items. Indoor environments should be prepared for children's size (height). An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. Always looking at the positive in everything that children do can help them to be more confident. Learners could use their own knowledge of local outdoor spaces, but this weblink enables them to look at a variety in their local area. It is important to create opportunities for children to have a challenge. The technical storage or access that is used exclusively for anonymous statistical purposes. Identify types of environment. Play areas that support children's individual needs in terms of their age,ability, The way that you carry a conversation, respond to failure, form relationships with others, and generally behave is in part related to your genetics - but your world and life experiences also shape your attitudes and behaviors. Equipment, toys and furniture that is safe and useful e.g child-size friendly chairs and tables, Unit 3.4 Understand the play environment, The physical environment includes both indoors and outdoors. They move quickly, put things in their mouths, drop or throw things, and love to climb and hide. These cookies track visitors across websites and collect information to provide customized ads. This involves providing a range of stimulating activities, resources and materials that are appropriate to the age, interests and stage of development of each individual child. Good luck! NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 3.4: Contribute to enabling play environments, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, 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, 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, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, 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, 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, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks. The SlideShare family just got bigger. This includes the general temperatures where you live, the amount of sunlight you get, and your exposure to natural disasters. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. The ideal setting should have: cosy area, where children can feel secure and warm; furniture according to children's sizes; resources where children can access them; 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. And all that external stimuli has an effect! For early childhood educators it means looking at the constraints on practice, such as prescriptive and formal . An outdoor environment should be a place to run, play, and learn. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Senses should be valued as they are needed as a child moves forward in life. Support for those who deliver education. Learners should consider how new children may struggle if they have never had to share toys or adult time before. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. In Aistear: the Early Childhood Curriculum Frameworks Learning and developing through play, 10 characteristics of play are defined: What are the characteristics of a good school environment? Children's needs include the following: Cognitive needs: hearing and practicing language, using and experimenting with a variety of items - toys, messy play such as playing with paint and glue (creative), large items, natural resources such as sand, leaves and water. Pearson: Harlow Essex The environment, should be varied to stimulate children to try new things and by changing, the layout. How does the environment affect childrens right to play? (The Mozart of Psychology Lev Semenovich Vygotsky, 2005.) Several studies show there is some selection into activity-friendly communities, and . This work is supported in part by New Technologies for Agriculture Extension grant no. A high quality environment for young children should: Activate your 30 day free trialto continue reading. Good accessibility - often via roads or tracks along valleys or sometimes along the top of hill ridges. 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. Its always about learning as they progress, What is play? This creates opportunities for children to make choices. These forces can be about addressing our natural environment (as in the case for clean water or sanitation), but they can also be the consequence of human beings . Clipping is a handy way to collect important slides you want to go back to later. Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Practice environment case studies for nursing programmes. Keep all hazardous chemicals and medicines in a locked cabinet and away from children. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. In an early year setting. He also believed that, childrens cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. 1 Learning Environments: An Introduction 2 The Indoor Environment: Designing and Organizing 3 The Outdoor Environment: Designing for Learning 4 The Environment: Materials 5 1.4 A good learning environment will help students to feel comfortable and safe while they are in it. Setting up a safe place to play and providing appropriate toys can keep children interested in learning, reduce behavior problems, and save you from saying "No" too often. To help ensure your environment is enabling, follow this checklist: Create an environment that is warm, welcoming and nurturing and facilitates a sense of belonging Offer a range of resources, which are familiar to the children and babies, as well as activities that are new to them We've updated our privacy policy. Adults have ultimate control over a child's environment. 1. Plan an activity to support healthy eating in own setting. Detrimental environmental changes are already affecting the overall safety of outdoor play for children. The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes. Explain how environments support play Explain how placement ensures the children are involved in choosing play opportunities Outline what the adults role is as a professional practitioner 3. The children can have a range of experiences. of their culture and religion feel like they belong. Physical environment: physical environment comprises indoor and outdoor areas. Make changes in your classroom environment. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. Socio-emotionally, th are learning confidence, cooperation, sharing, and how to communicate appropriately. 1. AC 1.2 Explain how environments support play. A good early childhood environment meets the child's basic needs and supports and encourages children to engage in activities that implement the program's curriculum. The perfect outside area is where children can be as independent as possible and make their own choices. Which is the best description of active play? Plan an activity which supports childrens exercise in an outdoor space. Instead of spending your time redirecting children, think carefully about how you set up the environment. CACHE Alumni is provided by NCFE, a leading educational charity in the UK. http://www.foundationyears.org.uk/eyfs-statutory-framework/ It does not store any personal data. Play is therapeutic. In the past, there were many reasons that some physical environments attracted more human activity than others did. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. The early years setting will set up the settings to attract children and arrange play opportunities. Children exhibit a behavioural imperative and instinctive desire to play. We had a very good time playing together, and this girl stayed very close to me for the rest of my practicum. 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. Unit 3.4 - How early years practitioners support children's behaviour and socialisation within play, Unit 3.6 Developing children's emergent mathematical skills COMPLETE.docx, Unit 3.6 Developing Children'sx emergent mathematical skills final.docx, Unit 3.5 - Developing children's emergent literacy skills.docx, Assignment 3.2 - Plan,lead and review play opportunity.docx, Unit 4.1 Engage in professional development COMPLETE.docx, Assignment 3.4 - Promote enabling play environment.docx, Unit 3.1 Understand the value of play in Early Years COMPLETE.docx, Question 11 You need to modify the STUDENTS table to add a primary key on the, The environmental Kuznets curve describes an inverted U shape relationship, Speaking of cleverness show respect for it by citing your scripture in chapter, The first few sections of this chapter are limited to JFETs and the graphical ap, Preparing for deploying additional domain controllers in the new forest After, Evidence from around Asia indicates hydropower projects are often late and over, The airline reservation system is more than just automated ticketing for an airline.docx, Increased bandwidth will be needed to support smart grid smart energy and health, Each virtual machine uses a static IP address 116 P a g e You need to create, 2 Not Running Processes that are not running are kept in queue waiting for their, A document that expresses an implementation dependent set of security, wwwislamicfinancenewscom Islamic finance and Sustainable Development Goals SDGs, Critique Empirical Studies on a Mind and Body Practice.docx, Delivering goods for carriage Delivering goods for repair with or without, C Page Ref 568 576 Difficulty Easy 33 The mechanism behind the inflation, The impact of stigma (alchohol and other drugs) on young people, particularly relating to the following area essay . - temperature: suitable clothes for outdoor and good air circulation for indoors, Analysing how play theories influenced EYFS guidelines on play, Supporting Children's behaviour and socialisation within play environemnt. The Characteristics of an enabling play environments. We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. You also have the option to opt-out of these cookies. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. 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