describe partnership working in relation to current frameworks eyfs
Foundation Stage (EYFS), the statutory early years curriculum framework for England that is also used by nurseries, pre-schools and schools in Jersey. Provided further clarity on the definition of 'reasonable endeavours'. Continuing research by groups such as LuCiD has shown the effectiveness and impact of these strategies. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. It is one of four specific areas of the EYFS, through which the prime areas (communication and language, physical development and personal, social and emotional development) are applied and . 3.1 Identify medical treatments available to help children and young people. Meanwhile the government is to review its approach to early assessment of young children, focusing on PSED, PD and C&L together with mathematics and literacy possibly abandoningassessment of EAD and UW as predicted in the last chapter of Facilitating Learning in the EYFS (2014). Explain the roles of others involved in partnership working when supporting children.PractitionerThe child's key worker is responsible on a day-to-day basis for ensuring that the child's needs are met and that the experiences and activities offered support each child's learning and development. 2. The note-taker should be reassured that their notes will not be looked at. Reasons for working in partnership with others include: Sharing information Achieving the best outcomes for a child Ensuring all the child's needs are met Tapping into the expertise of other professionals Pooling resources Maintaining consistency between settings This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. Observation is referred to in several places in the revised Early Years Foundation Stage. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. j Y_)4 A!%^S,6FR2lv#T h1C5"{XCH: h- bRri.1v$,\8LgqTRI9. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. This type of collaboration can be beneficial for both organisations and their clients as it allows them to access a wider range of services than they would if they were working alone. The group can have a couple of minutes to briefly discuss their roles and their understanding of the situation. It is important that parents and practitioners share what they know about these three things so that they can decide whether the childs development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on what to provide in future to support the child to develop new interests, learn new skills and acquire new knowledge. 2317 0 obj <>/Filter/FlateDecode/ID[<25828B021238F741847B7618E6802656>]/Index[2307 17]/Info 2306 0 R/Length 66/Prev 379431/Root 2308 0 R/Size 2324/Type/XRef/W[1 2 1]>>stream Explain the impacts of poor diet on childrens health and development in the: short term, long term. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks. Understand 'school readiness' in relation to the role of the early years practitioner; Understand 'school readiness' in relation to the current framework; Be able to work in partnership with others to support children's readiness for school Module 16: Develop children's cognitive skills (K/505/9823) The learning outcomes for this . This activity will require internet access. Here are some ways you can help support and encourage emergent literacy in a child care setting: Read to children regularly, both in large groups and individually. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: Describe partnership working in relation to current frameworks. Activate your 30 day free trialto continue reading. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. Updated 'Early years foundation stage: coronavirus disapplications' with link to the current version of Ofsteds early years inspection handbook, and clarification of dates disapplications can be used. Working Together to Safeguard Children (2018) is a publication by the government that is a statutory guide to interagency working for the safeguarding and protection of children. the Early Years Foundation Stage (2). These type of plans need to be in place so that all the necessary resources such as books and props can be gathered. 2. Plan an activity to support healthy eating in own setting. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, This framework sets out the standards that all early years providers must meet to ensure that children are given the best possible start in life. Unit 13: Partnership working in the early years 291 Unit 14: Support the needs of the child in preparing for school 307. %%EOF Observation also provides opportunities to gauge childrens needs and so more accurately plan next steps in their learning. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned. 2.5lo1. Additionally, by sharing resources between partner organisations, childcare providers can also reduce costs which helps them keep prices low for parents who are looking for affordable childcare options. Unit 5 Understand how to work in Plan an activity which supports childrens exercise in an outdoor space. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. It is based on on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, set out below: Planning in the early years is about meeting young childrens needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the Prime and Specific areas of learning in the EYFS. Implement an activity to support healthy eating in own setting. Warning: The information on this website has been written by a robot as part of test we are carrying out to test the viability of using Artificial Intelligence in an Academic arena. Updated to make it clear that the new statutory framework for the early years foundation stage applies from 1 September 2021. 6TH December 2010. 3.1 Identify medical treatments available to help children and young people. What Is a Partnership? Assessment in the EYFS is of two main types . This is the stuff of short-term planning the fleeting but compelling interests of this child on this day. To inform parents about their childs development against the ELGs and the characteristics of their learning. One key benefit is that it allows different organisations to pool their resources and skills in order to provide better services for young children. Yt+U+T|*! Supporting Emergent Literacy in Child Care. Looks like youve clipped this slide to already. 3 ev 2 Diploma for the Early Years Practitioner (603/3723/0) . As mathematics is a specific area of the EYFS, it means that it is more commonly focussed upon with . Help for early years providers and childminders working with 0 to 4 year olds is available. Added a new statutory framework for the early years foundation stage which applies from 1 September 2021. Explain the nutritional value of the main food groups. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. 07491395. Additionally, by having multiple partners involved in providing services for young children, there is increased accountability as each partner organisation takes responsibility for ensuring that high-quality standards are maintained throughout their service delivery process. 4 The information on this page was automatically generated by a computer program. It will take only 2 minutes to fill in. Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years; Understand the role of early intervention in partnership working. Assessment criteria: 1.2 Describe partnership working in relation to current frameworks One of the overarching principles of the EYFS is that " Children benefit from a strong partnership between practitioners and parents and/or carers. CACHE Level 3 Early Years Educator Hodder & Stoughton Limited Summary: plenary activities 1. Identify children's additional needs in relation to expected stages of development; Describe the reasons for early intervention when meeting children's additional needs It is a process that involves sharing information and skills and building relationships based on mutual respect and trust. The Early Years Profile is to remain statutory for the time being. Both partners have much to learn from one another and a great deal to share with each other. Learners should reflect on their own knowledge of the support available at their own setting. Describe partnership working in relation to current frameworks Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: Understand the principles of partnership working in relation to current frameworks when working with children Updated to reflect wider opening of early years settings from 1 June 2020 and to provide a clarification on progress checks for children aged 2. It states that key workers should build 'relationships' with parents, keep them up-to-date with their child's progress, respond to observations that . Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. Removed the previous version and the early years foundation stage coronavirus disapplications as they are no longer in force. This framework is designed to help ensure that all children receive a good quality early years education and care. 3.3 Identify professionals which can be used to help children and young people. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Understand the principles of partnership working in relation to current frameworks when working with childrenAssessment criteria: 1.2 Describe partnership working in relation to current frameworks. NCFE CACHE Level 3 Diploma for the Early Years Educator, Describe partnership working in relation to current frameworks, Early Years Foundation Stage (EYFS) framework, Working Together to Safeguard Children (2018), 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. 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