8600 Rockville Pike WebFebruary 27, 2023 alexandra bonefas scott No Comments . Evaluation may show that partnerships are not needed in a particular area. As vital as it is, a business partnership is a complex relationship to engage, develop and nurture. WebPartnerships can bring a range of benefits, including increased resources, shared expertise and knowledge, and the opportunity to achieve goals that may not be possible to achieve alone. 2012;18(2):148-57. doi: 10.1071/PY11016. Please enable it to take advantage of the complete set of features! Moving beyond referrals to strengthen late-life depression care: a qualitative examination of primary care clinic and community-based organization partnerships. Implicit in assumptions about partnership is that it is necessarily a good thing and it probably is to some degree. Plan an activity to support healthy eating in own setting. Abierto al pblico - Membresia GRATIS - and transmitted securely. As always, there is room for optimistic and pessimistic hypotheses about any new way of working (Hudson, 2007). Would you like email updates of new search results? Primary Care Provider (PCP): Works with clinic care manager to assess, monitor, and treat patients depression. WebEvaluating working in partnership Advantages of multi-agencies that supporting children with additional needs: Early identification of child's needs means that child can have early The evaluative process should include contributions from all stakeholders in the form of reflections about their partnership working. For further information, clickhere, The previous articles in this series are available at https://www.communitycare.co.uk/108216(published in the 15 May edition of Community Care), https://www.communitycare.co.uk/108537(19 June edition), https://www.communitycare.co.uk/108849(24 July edition) and https://www.communitycare.co.uk/109112(14 August). It has not been fact-checked, so we recommend that you do not use it in your studies. Whilst there has been some discussion about models of multi-agency working within the literature over the last five 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. Evaluation is the key to success when it comes to partnership working since this method can be both expensive and time-consuming. Characteristics and Practices Within Research Partnerships for Health and Social Equity. 3.4 Identify strategies which can be used to help children and young people. WebExamining clinic and community organisation partnerships in practice highlighted their inherent complexity. The authors do not have any conflicts of interest to declare. Note: Prices & delivery time mentioned on website are for reference purpose only, may vary depending on the technicality, word count, and expertise required. Bethesda, MD 20894, Web Policies Evaluate national and local initiatives which promote healthy eating. All work with parents should reflect the rights of the child set out in the UN Convention on the Rights of the Child (1989) ratified by the UK in December 1991 2. All university related assistance services, materials and their names used in this website are for identification purposes only. Download this in evaluate Psychiatric Consultant: Communicates with the clinic and CBO care managers (through regular meetings) and PCP (often through the care manager or medical records) to provide diagnostic and therapeutic recommendations including medication management. Webhow to further support these key agents in working effectively together with the children [s [ best interests in mind. However, to keep on expecting front-line staff to engage with this agenda is nave when their everyday experiences are of challenging behaviour and organisational and procedural complexity, and wider research is unable to say little definitive about benefits. When relationships are strong, both individuals feel comfortable sharing their thoughts and feelings openly and honestly. Evaluating a partnership must also take into account the outside factors that affect it. In this blog post, we will These families are usually then replaced by people who have a fresh range of challenging issues to contend with. 2022 Apr 11;17(4):e0266899. -, Bailit, M. , Tobey, R. , Maxwell, J. , & Bateman, C. (2015). Analyzing qualitative data: Systematic approaches. Boston, MA: JSI Research & Training Institute; Retrieved from. Federal government websites often end in .gov or .mil. Hudson and Hardy, 2002; Hudson et al., 1999). Developing good partnership relationships improves the quality of care provided. All Rights Reserved. -, Braithwaite, J. , Churruca, K. , Long, J. C. , Ellis, L. A. , & Herkes, J. We can provide you with any kind of writing help and we will be happy to serve you at the cheapest rates. WebEvaluate the complexity of partnership working. Our experts can provide the best writing services and we will be happy to help you with any academic project. WebPartnership formation 25 Challenges of inter-school collaboration 28 Sustainability 30 Concluding points 32 workload that accompanies the partnership work. Web4 Working in partnership. Individual agendas should never take precedence over the goal of the partnership. 2. Collaboration, negotiation, and coalescence for interagencycollaborative teams to scaleup evidencebased practice. If at any point in the process, one or more partners are unable or unwilling to make changes, the partnership must decide how best to deal with this situation. Concluding comments Review of the literature sample within this study again testified to the complexity of multi-agency working. It is also important to include an evaluation process in order to build on existing knowledge and provide a framework for any changes that need to be made. WebFor working in partnership to be successful it has to be on the basis that the contributions of each person or organisation are as valued and valuable as each Web1.1 explain why working in partnership with others is important for children and young people 1.2 identify who relevant partners would be in own work setting 1.3 define the characteristics of effective partnership working 1.4 identify barriers to partnership working 2 Understand the importance of effective communication and information eCollection 2022. Building trust between partners is essential for successful collaboration but can be difficult due to cultural differences or misunderstandings about roles and responsibilities. Improving primary health care through partnerships: Key insights from a cross-case analysis of multi-stakeholder partnerships in two Canadian provinces. Webthe idea of working towards shared goals and achieving more together than can be achieved working separately. Many of the targets that Sure Start is set up to achieve are long-term and it could be argued that we would not expect to see the real impacts until the children in these areas reach the latter half of their teenage years. Careers. WebPartnerships provide a platform to strengthen working relationships, develop understanding, and help create an environment that meets the needs of children. While there are many potential benefits to partnership working within Early Years settings, there are also some challenges associated with it. Posted on February 23, 2023 by February 23, 2023 by 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. You can also get homework help online in UK. Helen dickinson and evaluate the complexity partnership working in order. 1. The team will usually go through the stages of team formation that you read about earlier, but with added layers of Explain the nutritional value of the main food groups. Students Assignment Help Uk is not sponsored or endorsed by any college or university. Webindividuals evaluate the complexity partnership working is as partnerships. CBO Care Manager: Offers support services to the patient, which may include housing and social service support. Write by: 10.1111/j.1475-6773.2006.00684.x doi: 10.1002/hsr2.397. For example, when looking at a partnership in an educational setting, it is important to consider not only the characteristics of the partners themselves but also their partner institutions and what external factors may influence them such as funding or policy changes. WebYour job will involve you working with many people who have a variety of roles. Professionals may use terminology that parents / carers are not familiar with parents / carers may feel like sharing sensitive information, make sure youre on a federal Evaluation 10(3) 288 Working Partnership [Markwell et al., 2003]) are based on extensive empirical research (see also e.g. Leadership. and we will provide the best essay written by experts. WebFor this assessment criterion, you will be required to evaluate the effectiveness of partnership work, the processes that underpin it and agreement for improvements. In Australia, this way of working was the underlying principle of the National Partnership Agreements that commenced in 2009, where the Commonwealth and state and territory governments agreed to work in partnership When trust, confidence, and faith collide: refining a realist theory of how and why inter-organisational collaborations in healthcare work. Ayton D, Carey G, Joss N, Keleher H, Smith B. Aust J Prim Health. This article is published in the 11 September issue of Community Care under the heading Getting the measure of partnerships, The best social work and social care jobs, The online resource for social care professionals, MA Education 2023. WebFebruary 27, 2023 alexandra bonefas scott No Comments . The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). The main working relationships in social care can be categorised in five ways : Doing so will make sure all parties involved feel accountable for their contribution in order not only to meet goals but also set new ones which can be accomplished by changing these agreements at any time if needed. Our experts can provide the best writing services and we will be happy to help you with any academic project. ASK TO EXPERT, Please Write Fresh Non Plagiarized Assignment on this Topic. But this evaluation encountered a range of difficulties. . We do not evaluate tax-funded services simply to make sure that they are providing value for money purely on a cost basis though. All Rights Reserved. Additionally, it can provide support for parents by developing strong communication channels between home and school. The site is secure. Dickson E, Magarati M, Boursaw B, Oetzel J, Devia C, Ortiz K, Wallerstein N. Nurs Res. Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care, Unit 4: Relationships & Partnership Working, LO4: Work in partnership with professionals and other agencies, Buy Non Plagiarized & Properly Structured Assignment Solution Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 3 Understand challenges to partnership workingAssessment criteria: 3.3 Evaluate the complexity of partnership working. Enter Discount Code If You Have, Else Leave Blank, Get Your Assignment Completed At Lower Prices. Project complexity is determined in my organization by evaluating project attributes using the seven criteria listed below: Life-cycle size for cost, Life-cycle duration for schedule, Project organization complexity, Technology readiness, Risk, Visibility, and Authorization basis. The data includes the number of visits, average duration of the visit on the website, pages visited, etc. Working in partnership with parents, communities and other professionals is essential for Early Years settings. Effective evaluation of partnerships is crucial if we are to establish what sort of structure works best in what sort of situation. Thus the evaluation does not reflect the success of the scheme. MA Education is part of the Mark Allen Group. All trademarks, logos and brand names are the property of their respective owners. Health Services Research, 42, 17581772. The Main Working Relationships in a Social Care Setting . However, partnership working offers enormous challenges in terms of the ways in which individuals, organisations and sectors can work together in productive and creative ways. Plan an activity which supports childrens exercise in an outdoor space. Menu. Bradley, E. H. , Curry, L. A. , & Devers, K. J. Once this has been established and agreed upon by the evaluators (and most likely the commissioners of the evaluation) we can then go about selecting which approach is most suitable to that specific partnership and acknowledge the limitations which this will involve. 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. Qualitative data analysis for health services research: Developing taxonomy, themes, and theory. -. Level 3 Diploma for the Early Years Educator, Evaluate the complexity of partnership working, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Partnership working is most effective when both individuals involved are committed to the goal of achieving success. Others include: Adaptability. 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, 3.5 Identify therapies which can be used to help children and young people. Health and Social Care in the Community published by John Wiley & Sons Ltd. Much of the rhetoric around the driving factors at the heart of this shift relate to the provision of better services for those who use them, and an aspiration to create joined-up solutions to joined-up problems. This has WebGiven the definitional and methodological complexity surrounding partnership working, and the challenges of attribution, the study faced some limitations in its ability to make wider inferences about partnership and outcomes. Published by Policy Press in association with Community Care, the five books seek to provide a series of accessible how to guides. Share any uncomfortable truths and manage expectations, it will make things much easier in the long run. It is imperative that more is invested in partnership research so we are better able to say: what types of benefits partnerships are able to deliver for whom how local organisations can work together more effectively to produce better partnerships and, importantly, when partnerships are not necessary and might even be counter-productive. It is therefore in the interests of each partner to be aware of and to contribute to Thousand Oaks, CA: SAGE. This allows all parties involved to go into future projects fully aware of their roles and responsibilities which makes it easier for them to schedule and plan accordingly. We can provide you with any kind of writing help and we will be happy to serve you at the cheapest rates. 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation. (2018). Webestudio de isacar evaluate the complexity of partnership working. It can be rewarding and frustrating at the same time. We also want to make sure that the people using them are receiving high quality services and products. The https:// ensures that you are connecting to the Also, if youre looking for high-quality resources such as journals and articles, pdf files, videos, research papers, e-books, and other secondary literature to write your assignment task, then we can certainly help you out. But we do not only make judgements over the worth or merit of products and services that we are personally involved with purchasing. Although choice has recently attained a prominent place in the health care agenda, many of us have had little choice over the public services we receive and would expect them all to offer the same high standards. Students Assignment Help UK Rated 4.9/5 By 18000+ UK Customer Reviews. When is project complexity best determined? To continue using our website and consent to the use of cookies, click click 'Continue'. BMC Medicine, 16, 63 10.1186/s12916-018-1057-z To be successful you must be adaptable. Model of enhanced collaborative care with the addition of the communitybased organisation (CBO)., Diagram of the relationship between crossorganisational complexity and navigation strategies, MeSH Even partnerships that have essential elements for success in place face inevitable challenges. WebDescribe the structure the collaborative partnership will use to do its work. ? http://www.bailit-health.com/articles/2015-0504-bhp-jsi-rwjf-aco-conundr NCI CPTC Antibody Characterization Program, Aarons, G. A. , Fettes, D. , Hurlburt, M. , Palinkas, L. , Gunderson, L. , Willging, C. , & Chaffin, M. (2014). Webevaluate the complexity of partnership workingdoes keegan allen have a child 26th February 2023 / in west warwick viewpoint / by . It provides more resources for childrens learning and development, as well as allowing practitioners to share knowledge and experiences. Managing cultural diversity in healthcare partnerships: the case of LIFT. Webcomplexity and costs of a review will be much lower than those of an evaluation. Some form of governing structure for decision making; Rules by which the organization will operate Not every evaluation will be able to cover every possibility. doi: 10.1371/journal.pone.0266899. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. (2007). 2022 May 6;22(1):605. doi: 10.1186/s12913-022-07997-1. Since each individual has their own set of skills and experience it is definitely advantageous to work together towards achieving success. Helen Dickinson and Jon Glasby, Health Services Management Centre, University of Birmingham, are the editors of the new Better Partnership Working series. This type of communication allows for a better understanding of each others needs, which in turn leads to better partnership working. This article is based on material from Helen Dickinsons EvaluatingOutcomes in Health and Social Care, the final book in a new series focused on better partnership working. Three elements are necessary to designate, regardless of the organizational structure. Communication. Clinic Care Manager: Provides evidencedbased depression treatment to patients such as behavioral activation. The WebThe concepts of partnership and collaboration have become amongst the most critical themes of new Labours social policy, particularly in respect of the delivery of health and social care. To make it work as well across an entire business there are barriers to overcome. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Unable to load your collection due to an error, Unable to load your delegates due to an error, Model of enhanced collaborative care with the addition of the communitybased organisation (CBO). In this blog post, we will evaluate the complexities of partnership working in Early Years settings. WebPartnership working is usually a lengthy process. What this means in practice is that we need to be clear from the beginning of the process, not only what the partnership we are evaluating was set up to achieve, but also what it is that we want to achieve in terms of the evaluation. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. A theory of change should be employed in future studies of this type. For example, if a professional agency feels that certain conditions are inappropriate for their clients they are able to decide whether it is better not to take part in them at all or instead try and work towards changing them for future projects. Even more important, transparency encourages trust and collaboration among partners, which WebWorking in partnership in health and social care or children and young peoples settings 1.1 Identify the features of effective partnership working: person centred planning is a process of life for individuals, based around the principles of inclusion and the social model of disability (the circles network 2008). Another important aspect of this approach is the willingness to work collaboratively towards a common goal. WebFor this assessment criterion, you will be required to evaluate the effectiveness of partnership work, the processes that underpin it and agreement for improvements. Often, large-scale initiatives are long-term and initial evaluations can be misleading. Concluding comments Review of the literature sample within this study again testified to the complexity of multi-agency working. 2020 Jan/Feb;69(1):51-61. doi: 10.1097/NNR.0000000000000399. Webevaluate the complexity of partnership workingwvu mechanical engineering research. Purpose of project and programme evaluations It is a strategic goal of ADA to enshrine project and programme evaluations in a comprehensive manner in the project cycle management. This reasoning has been further supported by a series of high-profile cases where inability to work effectively in partnership has been presented as a major source of failure which can have very real, negative consequences for individuals and their families. Health Sci Rep. 2021 Oct 5;4(4):e397. To better understand how cross-organisational partnerships work in practice, this paper examines collaborations between six primary care clinics and community-based organisations in the United States that were part of an initiative to address late-life depression using an enhanced collaborative care model (Archstone Foundation Care Partners Project). Structure will allow your partnership to function more efficiently and effectively. KEYWORDS collaborative care, depression, evaluating complex interventions, multi-sector Aunger JA, Millar R, Rafferty AM, Mannion R, Greenhalgh J, Faulks D, McLeod H. PLoS One. You can ask us . But we do help students by connecting them to online subject experts within an affordable price range. Partnership working is widely recognised as an important aspect of effective early years provision. This evaluation also demonstrates the difficulties involved in trying to generalise the impacts of quite different local programmes which all exist within particular contexts. 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. Additionally, clear expectations must be set by all parties involved so that everyone understands what they will do during their collaborative work together. Please Write Fresh Non Plagiarized Assignment on this Topic Explain the impacts of poor diet on childrens health and development in the: short term, long term. Rai Casting Affari Tuoi 2021, WebEvaluate the complexity of partnership working Understand recording, storing and sharing information in relation to partnership working Identify records to be completed in relation to partnership working Explain reasons for accurate and coherent record keeping Evaluate the reasons for Describe food and drink requirements in relation to current frameworks. 04002826. HHS Vulnerability Disclosure, Help Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Please note: This website is still a work in progress, so some pages are not yet complete. Menu. How, when, and why do inter-organisational collaborations in healthcare work? WebWorking In Partnership With Parents. 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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