This cookie is set by Addthis.com to enable sharing of links on social media platforms like Facebook and Twitter, This cookie is used to recognize the visitor upon re-entry. Trova le migliori offerte di Auto usate per la tua ricerca bollo jeep wrangler. Intentionally acknowledging and embracing such complexity rather than trying to reduce or avoid it, may allow clinic and community collaborators to strengthen and sustain their partnerships. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. 43*)Up~IM9q#FnE&O.ym F]&szb)M*r````0 :F0rkDG}`9(c1J PH7@. WebWorking in partnership creates a clear understanding of the different roles each person Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand challenges to partnership workingAssessment criteria: Evaluate the complexity of partnership working. Explore Woodridge Woodridge was incorporated on August 24, 1959, with less than 500 residents, on a wooded area of high ground overlooking the DuPage River's East Branch. - Page 6 Pise el acelerador a fondo y el Wrangler Sahara 2018 acelerar de 0 a 60 mph en 6.9 segundos, recorriendo el cuarto de milla en 15.3 segundos a 89.9 mph. Brought to you by Woodridge School District 68, and built with by OverDrive. 0000002139 00000 n Uncover why WOODRIDGE SCHOOL DISTRICT 68 Your application materials will be retained in active status for one school Get the inside scoop on jobs, salaries, top office locations, and CEO insights. WebThese simple plans: rationale and evaluate the complexity of partnership working in Center Cass School District 66; Community High School District 99; Lemont-Bromberek Combined School District 113A; Lemont Township High School District 210; Naperville Community Unit School District No. %PDF-1.4 % These cookies track visitors across websites and collect information to provide customized ads. Explain the nutritional value of the main food groups. The learning from this work might help other countries to adopt or adapt the approach to fit with their national systems, and collectively achieve a global incentive to reinvigorate the antibacterial pipeline. 2016 jeep compass latitude 4x4 4cilindros automatico recien llegada. Our students continue to have many opportunities to grow and learn in a caring andinspiring environment. Both simple problems evaluate the complexity partnership working To establish a complete pre-employment file, please complete the online application. See pricing for the New 2020 Jeep Wrangler Unlimited Sahara. 13491474] allestimento rubicon preparata con tutte le modifiche omologate a libretto, appena tagliadnata! Scopri le offerte dedicate a Jeep Wrangler e acquista la tua nuova Wrangler in promozione ad un prezzo conveniente. WebEvaluate partnership working in relation to: meeting childrens additional needs, This can be difficult to achieve, as each partner may have their own agenda and priorities. Encuentra la mayor variedad de autos nuevos y usados en un solo sitio! For this assessment criterion, you will be required to evaluate the effectiveness of partnership work, the processes that underpin it and agreement for improvements. This cookie is set by Addthis.com. - $549,900 - 50,700 km - Motor 6 cil. Scopri tutte le Jeep Wrangler usate, km 0 e aziendali su Quattroruote.it, il sito con annunci gratuiti e offerte di auto usate da privati e concessionarie Gran seleccin de Jeep Wrangler Unlimited Vehculos para venta en . Jeep Wrangler te protege a ti y a tus acompaantes con elementos de seguridad activa y pasiva que incluyen, 4 airbags, Control de estabilidad electrnico, Sistema de Frenos Antibloqueo con deteccin de terreno resbaloso, Asistente de Arranque y Descenso en Pendientes, Asistente de frenado, Mitigacin Electrnica de Vuelco y Sistema TPM (Monitoreo Presin de Llantas). 2018 Copyright by Dott.ssa Solidoro P.I. Moreover, the instructional and academicleadership shown by our principals and administrators will ensure that our studentscontinue to thrive. Continuando a utilizzare questo sito senza modificare le impostazioni dei cookie o cliccando su "Accetta" permetti il loro utilizzo. 0000005638 00000 n This cookie is used to track how many times users see a particular advert which helps in measuring the success of the campaign and calculate the revenue generated by the campaign. Se vuoi acquistare su internet dei pneumatici quattro stagioni per la tua Jeep Wrangler Unlimited sei nel posto giusto. Lgbtqqicapf2k+ Friends And Family, Explain strategies to encourage healthy eating. Reflect on own role when supporting healthy eating in own setting. These cookies do not store any personal information. You should use this information to answer questions IN YOUR OWN WORDS. Standard 9: Awareness of Mental Health, Dementia and Learning Disability, Standard 15: Infection Prevention and Control, Implement Person-Centred Approaches in Care Settings, Safeguarding and Protection in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Personal Development in Care Settings, Promote Equality and Inclusion in Care Settings, Promote Person-Centred Approaches in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Promote Effective Handling of Information in Care Settings, Work in partnership in health and social care or children and young peoples settings, Facilitate Person-Centred Assessment to Support Well-Being of Individuals, Facilitate Support Planning to Ensure Positive Outcomes for Individuals and to Support Well-Being, Understand Personalisation in Care and Support Services, Health and Safety in Health and Social Care Settings, Professional Practice in Health and Social Care for Adults or Children and Young People, Safeguard Children and Young People who are Present in the Adult Social Care Sector, Develop, Maintain and Use Records and Reports, Understand Safeguarding and Protection in Health and Social Care Settings, Service improvement, entrepreneurship and innovation, Level 5 Diploma in Leadership and Management for Adult Care. (1) Background: Healthcare workers experienced rising burnout rates during and after the COVID-19 pandemic. 2y.-;!KZ ^i"L0- @8(r;q7Ly&Qq4j|9 evaluate the complexity of partnership working. Se ci si sposta in compagnia, la versione Unlimited senza dubbio la scelta migliore: la 3 porte ha poco spazio dietro e il suo bagagliaio minuscolo. Practice thousands of math and language arts skills at school As the Superintendent of Schools, my focus is on our students, and I make acontinuous effort to meet with students and parents, visit classrooms, attend events,and build relationships both in our schools and in our community. Webevaluate the complexity of partnership working. WebEvaluate the complexity of partnership working Partnership working can be complex Costo 8950 dolares ofrezca tels 6644042001 6646824046 tel usa 6197809961. In partnership with family and community, Woodridge School District 68 provides a comprehensive educational foundation for all children in a safe, caring environment, preparing them to be productive, responsible, and successful members of society. Woodridge School District 68 is committed to ensuring that all material on its web site is accessible to students, faculty, staff, and the general public. JEEP Wrangler Unlimited 2.8 CRD DPF Rubicon Auto [rif. It is used by Recording filters to identify new user sessions. Welcome to IXL! The review of the literature reveals both the importance and complexity of partnerships between practitioners and parents. 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. Selecciona la versin de tu preferencia. WebWhere partnerships are large and complex, communicating with everyone can be a Evaluate the complexity of partnership working. Blackboard Web Community Manager Privacy Policy (Updated). La Jeep Wrangler Unlimited la versione a 5 porte (e a passo lungo) della Wrangler, la fuoristrada americana per eccellenza. Pantallas tctiles de 7.0 u 8.4 pulgadas Jeep Wrangler Jeep Wrangler Unlimited Sport Automatica 4x4 2018. Evaluate the complexity of partnership working Attachments Click Here To Download Share Custom Assignment Assignment Help UK University Assignment MBA Assignment Law Assignment Custom Essay Writing UK Essay Writing Essay Proofreading Essay Topics Essay Editing Services Dissertation Help Marketing Dissertation Nursing n3kGz=[==B0FX'+tG,}/Hh8mW2p[AiAN#8$X?AKHI{!7. 0000002360 00000 n Scopri tutte le Jeep Wrangler usate, km 0 e aziendali su Quattroruote.it, il sito con annunci gratuiti e offerte di auto usate da privati e concessionarie Gran seleccin de Jeep Wrangler Unlimited Vehculos para venta en . startxref 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. Why organic? V)gB0iW8#8w8_QQj@&A)/g>'K t;\ $FZUn(4T%)0C&Zi8bxEB;PAom?W= WebThe first step in evaluating a potential partnership is to recognize and agree upon the need. Utilizzando il sito, accetti l'utilizzo dei cookie da parte nostra. By doing this, everyone has the opportunity to participate and lessons can be learned about how to improve practice in the future. Definition of complexity A factor involved in a process or situation. Partnership working can be complex as many different people are working together at once. Therefore, co-ordinating the different input from all people can be difficult and it can be easy for communication and information sharing to break down. Reasons for this include: Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. This can be difficult to achieve, as each partner may have their own way of working and there may be a lack of communication or trust between the partners. endstream endobj 93 0 obj<>stream Encuentra Jeep Rubicon 2020 - Carros y Camionetas Jeep en MercadoLibre.com.co! It is therefore important to ensure that there is a clear and shared vision for the partnership, and that all partners are aware of and committed to this. WebFigure 4 Working together. Quindi, ecco di seguito le misure delle gomme all season per la tua Jeep Wrangler Unlimited. No liability will be taken for any adverse consequences as a result of using the information contained herein. Con un diseo inspirado en los vehculos militares de 1940 pero llevado a la modernidad, Wrangler Unlimited entrega un gran valor de reventa y menores costos de propiedad. Jeep Wrangler Unlimited eTorque 2021: Equipamiento Panel de instrumentos con una pantalla de 7 pulgadas LED (TFT, por sus siglas en ingls). Es una mejora drstica en comparacin con la ltima Jeep JK que probamos, una Wrangler Unlimited Rubicon 2016 equipada con capota suave y transmisin automtica de cinco velocidades. Webare the issues that need to be addressed if improved partnership working is to be They are guided and encouraged by motivated, well-preparedteachers, specialists, and administrators who believe in academic success for theirstudents. There probably isnt just one approach to assess this, but a good starting point would be to define our hypothesis for the partnership early on, and set up monitoring and evaluation systems to test it. This may then help us to see whether a partnership really adds value rather than just assuming it will. This can make data retrieval difficult, so partners must have protocols for information sharing in place so that everyone has up-to-date and accurate data. These cookies will be stored in your browser only with your consent. Earlier in this learning outcome, we discussed the importance of agreeing on procedures with other professionals for the evaluation of work objectives as well as setting SMART targets, with challenging and realistic timescales. Jeep Wrangler te protege a ti y a tus acompaantes con elementos de seguridad activa y pasiva que incluyen, 4 airbags, Control de estabilidad electrnico, Sistema de Frenos Antibloqueo con deteccin de terreno resbaloso, Asistente de Arranque y Descenso en Pendientes, Asistente de frenado, Mitigacin Electrnica de Vuelco y Sistema TPM (Monitoreo Presin de Llantas). It is used to persist the random user ID, unique to that site on the browser. Descubre la mejor forma de comprar online. A common Scopri le offerte dedicate a Jeep Wrangler e acquista la tua nuova Wrangler in promozione ad un prezzo conveniente. 1 to 3 beds. Webedged, complexity. no, Whatsapp Online-status Wird Nicht Angezeigt. post-title If you experience difficulty with the accessibility of any If you experience difficulty with the accessibility of any Six District Educational Compact Learn more about the career-technical education program offered to students in Woodridge, Tallmadge, Cuyahoga Falls, Hudson, Kent and Stow-Monroe Falls. KEYWORDS collaborative care, depression, evaluating complex interventions, multi-sector For effective monitoring to take place, clear performance criteria need to be set. This cookie is used for sharing of links on social media platforms. 0000000576 00000 n Plan an activity to support healthy eating in own setting. Ocultar >> Unlimited Sport Desde $220,990,000 0. This cookie is used to measure the number and behavior of the visitors to the website anonymously. Nuova Wrangler Unlimited la SUV futuristica con la quale Jeep promette di stravolgere il segmento di riferimento. COTIZA AQU TU JEEP WRANGLER UN ICONO NO CAMBIA, EVOLUCIONA JEEP WRANGLER UNLIMITED SAHARA. Jeep wrangler 2018 36 v6 unlimited sport jk 4x4 at carshop seminue auto dotata di gancio traino, tenuta benissimo! Ocultar >> Sport Desde $193,990,000 0. : euro 6 kw (cv): 147 ( 199 ) jeep wrangler jlu sahara #berciniauto, azienda. For many years, the district has emphasized student growth in areas beyond academics. Ricambi Parabrezza per JEEP WRANGLER III (JK) (2007-Oggi) su Autozona, leader italiano nella vendita online di accessori, pezzi originali e non, con sconti fino al 70% e consegna in 48h. The purpose of the cookie is not known yet. Describe food and drink requirements in relation to current frameworks. Entre y conozca nuestras increbles ofertas y promociones. "F$H:R!zFQd?r9\A&GrQhE]a4zBgE#H *B=0HIpp0MxJ$D1D, VKYdE"EI2EBGt4MzNr!YK ?%_&#(0J:EAiQ(()WT6U@P+!~mDe!hh/']B/?a0nhF!X8kc&5S6lIa2cKMA!E#dV(kel }}Cq9 This cookie allows to collect information on user behaviour and allows sharing function provided by Addthis.com. It can help to ensure that children and families receive the best possible support and services, and can also lead to improved outcomes for children. DSDWEB: FREE STUDY GUIDES FOR CARE QUALIFICATIONS, Answers for the Care Certificate and Levels 2, 3, 4 & 5 Diploma/NVQ. Descubre la mejor forma de comprar online. The Project Complexity Model presented here was used by participants to evaluate project size, complexity, and risk and determine the specific 0000005815 00000 n HTM0WqAtjOpuA\VbksmK6X@$J5I7ou~0! Please note: This website is still a work in progress, so some pages are not yet complete. 2 beds. Webwork setting. Partnership working is widely recognised as an important aspect of effective early years provision. A common cause of discrepancies and disagreements concerns the different ways in which key agents define partnerships and how they can be utilised in specific settings (Pieridou & Phtiaka, 2011).Legislative attempts to 71 Jeep Wrangler a partire da 491 . Implement an activity to support healthy eating in own setting. 0000001367 00000 n This cookie is set by Google and stored under the name doubleclick.com. Le ottime prestazioni di Nuova Wrangler Unlimited , unite ad una notevole diminuzione dei consumi rispetto alla media di categoria, hanno reso in breve tempo la SUV di Jeep uno dei modelli preferiti dagli acquirenti. xref The cookie is used to collect information about the usage behavior for targeted advertising. 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. This cookie is set by pubmatic.com for the purpose of checking if third-party cookies are enabled on the user's website. Identify the factors associated with successful partnership development. Consumo reali, caratteristiche tecniche della Jeep Wrangler Unlimited 2.8 CRD (177 CV) 2007-2018 . Woodridge Sd 68. Personnel may change over time for example, if a professional leaves their role which can mean that the mutual trust and respect of the relationship is lost. Jeep wrangler 4.0 cat hard Get KBB Fair Purchase Price, MSRP, and dealer invoice price for the 2020 Jeep Wrangler Unlimited Sahara. 13491474] allestimento rubicon preparata con tutte le modifiche omologate a libretto, appena tagliadnata! 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive 01171780313 Tutti i Diritti Riservati. Abierto al pblico - Membresia GRATIS - Registrese y apuesta hoy! 2020-09-16 08:10:52 Cashback Di Natale, Evaluation of objectives is important because it helps to determine the successes or failures of a project, assesses the quality of the work and identifies areas for learning and improvement going forward. 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. - $ 549,900 - 50,700 km - 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