Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3. Scenario: A childcare setting is preparing for their annual self-evaluation activity to ensure that it complies with the requirements of the Early Years Framework. You have been asked to prepare the following evidence for your manager: a) An explanation of the legal status and principles of the relevant Early Years Framework and why the early years frameworks emphasise a personal and Individual approach to learning and development b) An explanation of how national and local guidance materials are used in settings c) An explanation of how different approaches to work with children in early years have affected current provision in the UK. Section three: Promote learning and development in the early years Links to EYMP2: assessment criteria 1.1, 1.2 and 1.3. Monitoring, evaluation and reviewing the learning of children is part of the daily role of the childcare practitioner, your manager has therefore asked you to include the following evidence: a) an explanation of each of the areas of
Point (parenthetical documentation) a. Explanation/sub point b. Explanation/sub point 2. Point (parenthetical documentation) a. Explanation/sub point b. Explanation/sub point B. [Topic] 1. Point (parenthetical documentation) a. Explanation/sub point b. Explanation/sub point 2. Point (parenthetical documentation) a. Explanation/sub point b. Explanation/sub
Developmental Needs of the Students in Grade 3 • Experience a structured day • Develop age-appropriate literacy skills • Participate in hands-on experience B. Questions for Case Study 1 1. Given the contextual information for Case Study 1, think about a lesson you
UNIT 136 Support children’s learning and development in the early years. Outcome 1. Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development. Since August 2008, the Welsh Assembly has been phasing in a curriculum known as the Foundation Phase. This applies to children ranged from 3 to 7 years old, who receive local authority funding in schools, preschools, nurseries and childminders.
Support towards the leaner plays an important role in counseling skills. E) CAREER EDUCATION In career education the school offers extended support to the learner helping them realize through education is how they can prepare for their future employment and workplace. Choosing a career is a young person’s most important decision. Career educational programmes help learners to get to know themselves and their physical and intellectual abilities to help prepare them in making a good and fitting career choice one day. Learners learn their own personalities and capabilities before they are guided on which career path to follow.
|Title |CCLD MU 5.1 Support children’s care, learning and development in the early years | |Level |6 | |Credit value |8 | | | | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | |Understand the |1.1 Outline early years curriculum models supporting children’s care, learning and | |impact of early years curriculum models on the |development | |application of theoretical perspectives of | | |children’s care, learning and development |1.2 Evaluate the relationship between theoretical perspectives and early years | | |curriculum models | |2. Be able to lead the implementation of the early |2.1 Support the development of procedures and practices used to implement the early | |years curriculum
Be able to move and position an individual 6. Know when to seek advice from and/or involve others when moving and positioning an individual Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to CHS6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles Learning outcomes 3, 4 and 5 must be assessed in a real work environment Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-32) 167 Unit 4222-232 Move and position individuals according to their plan of care (HSC 2028) Assessment Criteria Outcome 1 The learner can: 1. outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals 2. describe the impact of specific conditions on the
7. Identify the strategies that can help you to become an intentional learner. (Hint: Pages 262-268) (Points : 3) | | | | [pic] Make sure you understand the assignments | | [pic] Treat school as a job