Unit 3.2 WB: Plan, lead and review play opportunities which support childrens learning and development
Unit 3.2 WB: Plan, lead and review play opportunities which support childrens learning and development
LO1 Understand theoretical perspectives and philosophical approaches which support play
1.1 Identify theories and philosophical approaches which influence play.
1.2 Summarise how theoretical perspectives and philosophical approaches on play inform practice.
LO3. Be able to lead and support play opportunities.
3.5 Encourage parents/carers to take an active role in childrens play.
LO 4. Be able to review how planned play opportunities contribute to own practice.
4.1. Evaluate how a planned play opportunity meets the play, learning and developmental needs of children.
4.2. Reflect on how a planned play opportunity relates to current frameworks.
4.3. Analyse own role in relation to planned play opportunities.
4.4. Make recommendations for the next stage of childrens learning and
development in relation to planned play opportunities.
Bibliography:
2.5 WB: Working in partnership
LO1 Understand the principles of partnership working in relation to current frameworks when working with children.
1.1 Identify reasons for working in partnership.
1.2 Summaries policy and procedural requirements in relation to partnership working.
LO2- Understand how to work in partnership.
2.1 Explain the roles of others involved in partnership working when supporting children.
Profession Role
2.2 Evaluate partnership working in relation to:
Meeting childrens additional needs:
Safeguarding children:
Childrens transitions:
2.3 Identify different family structure:
Nuclear family
Single parent family
Reconstituted families
More than one family
Extended family
Foster families
2.4 Analyse benefits of working in partnership with parents/carers
(Make sure your answers include Transitions, Sharing information, and Positive outcomes to childrens learning)
2.5 Identify when parents / carers need support.
2.6 Give example of support which may be offered to parents /carers.
LO3 Understand challenges to partnership working.
3.1 Identify barriers to partnership working
3.2 Explain strategies to overcome barriers when working in partnership.
3.3 Evaluate the complexity of partnership working
Criteria 3.1 - Barriers Criteria 3.2 - Strategies Criteria 3.3- Complexity
3.4 Analyze 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
LO5- Be able to complete records.
5.1. Complete records that are accurate, legible, concise and meet organisational and legal requirements.
Attach evidence of a completed record showing proper communication with parents.
Bibliography:
Unit 1.5 WB Understand how to support children who are unwell
LO1- Know common childhood illnesses.
Identify common childhood illnesses.
Describe signs and symptoms of common childhood illnesses.
Explain treatments for common childhood illnesses.
Identify exclusion periods for common childhood illnesses.
Common Illness Signs and Symptoms Explain Treatment Identify Exclusion period
Ear infection
Conjunctivitis
Tonsillitis
Common cold
Chicken pox
Scabies
Influenza
Measles
LO2 Know the signs of ill health in children.
2.1 Describe the signs and symptoms of ill health in children.
2.2 Give examples of when medical intervention is necessary.
LO3- Understand legal requirements for reporting notifiable diseases.
3.1. Identify notifiable diseases.
3.2. Describe the process for reporting notifiable diseases.
Notifiable Diseases Process of reporting UK Process of reporting in Qatar
(own research)
LO4: Understand the role of the Early Years practitioner in minimising ill health in children.
4.1 Explain how the early years practitioner can minimize ill health in children. -190499190500-190499190500
LO5- Understand care routines when a child is ill.
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
5.2 Outline the procedures for:
Storage of medication
Administration of Medication
Record keeping with regard to medication
5.3 Explain procedures which are followed when a child is taken ill in a setting.
LO6- Understand how to support children for planned hospital admission.
6.1 Describe how the early years practitioner supports a child to prepare for a stay in hospital.
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LO7- Understand the therapeutic role of play in hospitals.
7.1 Describe the therapeutic role of play in hospital in supporting childrens recovery.
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LO8- Understand the role of the Early Years practitioner when supporting children who are chronically ill
8.1 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
Bibliography:
Unit 3.1 Understand the value of play in Early Years.
LO1 Understand the role of play
1.1 Explain the innate drive for children to play.
1.2 Analyse how play is necessary for the development of children.
LO2- Understand childrens rights in relation to play.
2.1. Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child.
2.2 Explain how settings meet the right for children to play.
LO3- Understand play at different stages of childrens development.
Explain the characteristics of:
child-initiated play
adult-led play.
3.2 Identify how childrens play needs and preferences change in relation to their stage of development.
LO 4. Understand different types of play for all children.
Describe benefits of:
physical play
creative play
imaginative play
sensory play.
4.2 Explain the principles of heuristic play.
4.3 Evaluate resources for:
physical play
creative play
imaginative play
sensory play
heuristic play
LO-5 Understand inclusive play practice.
5.1. Summarise inclusive play practice in relation to current frameworks.
5.2. Analyse how play supports the interests and abilities of children.
Bibliography:
Unit 2.3- Use legislation relating to the health and safety of children
LO1- Understand legislation and guidelines for health and safety
Summarize current legislation and guidelines relating to the health and safety of children
LO2- Understand policies and procedures for health and safety.
2.1 Identify policies and procedures relating to the health and safety of children
2.2 Analyse how legislation and guidelines for health and safety inform day-to-day work with children
List the policies in your setting How do you follow the procedures daily? How does it benefit the children under your care?
2.3 Describe procedures for:
arrival/registration of children
collection of children
Write a letter to parents describing the arrivals/registration and collection procedure in your setting
LO3. Be able to manage risk within an environment which provides challenge for children.
3.1 Explain why it is important to take a balanced approach to risk management.
3.3. Describe how health and safety risk assessments are monitored and reviewed.
3.5. Reflect on own role in the setting when managing risk.
LO4 Be able to identify, record and report accidents, incidents and emergencies.
Complete records in the event of:
accidents
incidents
emergencies.
Attach evidence that shows how you recorded any of the above events.
Bibliography:
Unit 3.5 WB: Developing childrens emergent literacy skills
LO1- Understand the language and communication needs of children.
1.1 Identify the stages of language and communication development from birth to 7 years.
1.2 Describe factors which affect language and communication needs.
1.3 Explain how working with others supports childrens emergent literacy from birth to 7 years.
LO3. Understand strategies which support emergent literacy.
3.1 Explain strategies to support the development of emergent literacy in relation to current frameworks.
3.2 Explain the use of systematic synthetic phonics in the teaching of reading.
3.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy.
LO 4. Be able to use strategies to plan and lead activities which support emergent literacy.
4.3 Evaluate benefits to childrens holistic learning and development when supporting emergent literacy.
LO 5 Be able to review how planned activities support emergent literacy.
5.1. Evaluate how planned activities support emergent literacy in relation to current frameworks.
5.2. Analyse own role in relation to planned activities.
5.3. Make recommendations for meeting childrens individual literacy needs.
Bibliography:
Unit 3.6 WB: Developing childrens emergent mathematical skills
LO1 Understand how mathematics relates to childrens everyday lives.
1.1 Describe how mathematics is evident in childrens everyday lives.
1.2 Analyse factors which affect childrens learning of mathematical concepts.
LO2 Understand how working with others supports childrens emergent mathematical development.
2.1. Explain how working with others supports childrens emergent mathematical development.
LO3. Understand how to create an environment which supports childrens emergent mathematical development
3.1 Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years.
LO 4. Understand the role of the Early Years practitioner in relation to supporting childrens emergent mathematical development.
4.1 Describe reasons for scaffolding childrens mathematical development
4.2. Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development.
4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development.
LO 5 Understand how opportunities support childrens emergent mathematical development.
5.1 Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years.
5.2. 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.
LO6 Be able to implement activities to support childrens emergent mathematical development.
6.1 Plan an activity to support childrens emergent mathematical development.
LO7 Be able to review how planned activities support childrens emergent mathematical development.
7.1 Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks.
7.2. Analyse own role in relation to planned activities which support childrens emergent mathematical development.
7.3. Make recommendations for meeting childrens emergent mathematical needs.
Bibliography:
Unit 2.4- Use legislation relating to the health and safety of children
LO1 Understand how legislation, policies and procedures inform equality, diversity and inclusive practice
1.1 Identify legislation, policies and procedures relating to equality, diversity and inclusive practice
Legislation Main points of legislation Policies and procedures from legislation in setting
1.2 Explain the roles and responsibilities of the early years practitioner in supporting equality, diversity and inclusive practice
LO2-Be able to use information, advice and support to promote equality, diversity and inclusion.
2.1. Access information, advice and support about equality, diversity and inclusion. Please state how you access related information.
2.2 Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice.
LO3. Be able to work in ways which support equality, diversity and inclusive practice.
3.2 Analyse the benefits of supporting equality, diversity and inclusive practice.
3.3. Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.
Bibliography:
Unit 1.3 WB Support physical care routines
LO1- Understand the physical care needs of children.
1.1 Describe routine physical care needs for children in relation to:
Nappy changing
Toilet training
Washing and bath time
Skin, teeth and hair
Meal times
Physical Care Needs of Children
Needs of the child Relevant age groups The importance of the routine The role of the practitioner
Nappy changing Toilet training Washing and bath time Care of skin, teeth and hair Meal times Identify situations in which non-routine physical care is required:
Describe benefits of working in partnership with parents/careers in relation to individual physical care routines
LO3. Understand rest and sleep needs of children
3.1 Explain the rest and sleep needs of:
Baby aged 6 weeks Baby aged 7 months Toddler aged 15 months Child aged 2 and half years Child aged 4 5 years Child aged 6 7 years 3.2 Explain safety precautions, which minimize the risk of sudden infant death syndrome
LO4- Understand childhood immunisation.
4.1 Outline the reasons for immunization.
4.2 Identify the immunization schedule
4.3 Explain the reasons why some children are not immunized
Bibliography:
Unit 1.4 WB Promote childrens emotional well-being
LO1- Understand childrens needs in relation to 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 well-being.
LO2- Understand the requirements for promoting emotional well-being in relation to current frameworks
2.1 Analyse the role of the Key Person in promoting emotional well-being
LO3-Understand the needs of children during transition and significant events.
3.1 Identify transitions and significant events that a child may experience 3.2 Describe potential effects of transition or significant events on a childs life
3.3 Explain the role of the early years practitioner in preparing a child for a planned transition
3.4 Explain the role of the early years practitioner in supporting the needs of children during transition and significant life events
LO4- Be able to promote the emotional well-being of children in own setting.
4.1 Identify the needs of children in own setting in relation to emotional well- being.
4.3. Plan an activity to promote emotional well-being in own setting.
4.5 Evaluate own role when promoting emotional well-being in own setting.
Activity Plan Template
Activity Plan No.: 1
Age Group:
Activity Name:
Date and Time of Plan:
Resources:
Describe how you will provide an enabling environment:
Aim
Theoretical perspectives that have influenced your plan
Evaluation:
Bibliography:
Unit 2.2- Understand legislation relating to the safeguarding, protection and welfare of children
LO1- Understand legislation and guidelines for the safeguarding, protection and welfare of children.
Summarise current legislation and guidelines for safeguarding, protection and welfare of children
1.2. Identify policies and procedures relating to safeguarding, protection and welfare of children
1.3 Analyse how current legislation and guidelines for safeguarding inform policy and procedure
1.2 Policies and procedures 1.3 How they inform practice
LO2- Understand policies and procedures for safeguarding, protection and welfare of children.
2.1 Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children.
2.2 Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children.
2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children
2.4 Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children
LO3- Understand how to respond to evidence or concerns that a child has been abused or harmed.
3.1 Explain child protection in relation to safeguarding
3.2 Describe signs and symptoms, indicators and behaviours that may cause concern relating to:
domestic abuse neglect physical abuse emotional abuse sexual abuse 3.3 Describe actions to take if harm or abuse is suspected and/or disclosed
3.4 Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged
3.5 Explain the responsibilities of the Early years practitioner in relation to whistleblowing
LO4- Understand the purpose of child safeguarding practice reviews.
4.1 Explain why safeguarding practice reviews are required
4.2 Analyse how child safeguarding practice reviews inform practice
Bibliography:
Unit 3.7 WB: Support childrens transition to school
LO1 Understand school readiness in relation to the role of the Early Years practitioner.
1.1. Describe characteristics of school readiness.
1.2. Describe factors affecting childrens readiness for school.
1.3. Explain how the Early Years practitioner supports children to prepare for school.
LO2 Understand school readiness in relation to the current framework.
2.1. Describe areas of learning and development within the current framework which relate to school readiness.
2.2. Identify assessment strategies in relation to the current framework.
2.3. Evaluate the current frameworks assessment process in supporting childrens preparation for school.
Bibliography:
