During the physical exam, the NP, Sam is a 19 y/o male who comes to the clinic with a chief complaint of several weeks of fatigue and non-productive paroxysmal coughing. When using this method, a longitudinal survey can pay off with actionable insights when you have the time to engage in a long-term research project. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Is tertiary level care the same as Level III care? Is The Medical Intervention Necessary? Another reason why medical intervention may be needed in early years settings is for medical exams or screenings. Whether medical intervention is necessary depends on the degree of the problem. For example, hearing and vision tests can help detect any problems with hearing or vision that a child might have which would need further examination by a professional. They work to prove that medical professionals were negligent. All rights reserved | Email: [emailprotected], When Your Child Needs Emergency Medical Services, What Are Medical Interventions What Is An Example, Virtua Health South Jersey Hospital At Home, Whats The Difference Between Mental Health And Mental Wellbeing, The Ultimate Guide To A Healthier Brighter Skin, Ganglion Cyst Types Causes Diagnosis And Treatment, Gout Symptoms Causes Treatments And Relation Kidney Disease, Gastroenteritis In Dogs Causes Symptoms And Treatments, Getting The Root Ringworm Causes And Prevention, Gastroenteritis Caused By Norovirus And Other Viruses Patient Information, Give Examples Of When Medical Intervention Is Necessary. What is considered a medical intervention? The Purpose of Intervention aims to describe how changing beliefs have influenced states willingness to intervene forcibly in other states, and it seeks to generate a set of hypotheses about the processes by which social purpose can evolve in world politics. A stiff neck. Medical ethics is based on a set of values that professionals can refer to in the case of any confusion or conflict. intervention NOUN 1) the action or process of intervening. For many health problems, a combination of primary, secondary and tertiary interventions are needed to achieve a meaningful degree of prevention and protection. I was six years old when my father read My involvement in the ICU has taught me that sometimes it is necessary to talk to a patient's Vaccinations are one of the most important things ever devised by medical science, and our best chance against coping with diseases. As weve seen, there are several instances when medical intervention may be necessary in early years settings including injury treatment, medical exams/screenings and medication administration. fluids given directly into a vein to prevent dehydration. If you need a lawyer for medical malpractice, make sure you know how to find a good one. The Prescription Intervention Service is in essence the same as the MUR service, but conducted on an ad-hoc basis, when a significant problem with a patients medication is highlighted during the dispensing process. The Priority Medical Devices project is the result of a collaboration, initiated in 2007, between the Dutch Ministry of Health, Welfare and Sport and the World Health Organization. Loss of consciousness or responsiveness. People with meningitis . Care levels discussed in Roman numerals refer to trauma center designations. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. Many translated example sentences containing "medical intervention" - Spanish-English dictionary and search Indeed, there is a growing tendency for the law to give increasingly broad recognition to. Medicines Use Review When is medical intervention is necessary? Think before you speak. Interventions are Generally Categorized into Four Main Types. Past Week Severe viral meningitis may also be treated in hospital. Early Intensive Developmental And Behavioral Intervention What Is A Medical Chart? 3. Feel free to contact our writing service for professional assistance. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. The WHO declared smallpox wiped out in December 1979 thanks to a focused effort to immunise against the disease across the world. Underreporting of Iatrogenic Events Medical Ethics and Conflict of Interest in Scientific Medicine THE FIRST IATROGENIC STUDY ONLY A FRACTION OF MEDICAL ERRORS ARE REPORTED PUBLIC SUGGESTIONS ON IATROGENESIS DRUG IATROGENESIS Medication Errors Recent Government intervention is necessary when the price of a necessary commodity increases to a great extent then it has to be subsidized . In most cases Physiopedia articles are a secondary source and so should not be used as references. Level 3 Diploma for the Early Years Educator, Unit 1.5: Understand how to support children who are unwell, Give examples of when medical intervention is necessary, 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. Such suffering tends to be the result of a government instigating, facilitating, or Doctors in the United States continue to perform medically unnecessary surgeries that can inflict permanent harm on intersex children. Describe food and drink requirements in relation to current frameworks. But some states allow teens who are emancipated, married, parents, or in the military to. Which is an example of an independent intervention? 11 This test of capacity has been supported by several court An example of an independent intervention includes educating a patient on the importance of their medication so they can administer it as prescribed. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.5: Understand how to support children who are unwell, Give examples of when medical intervention is necessary, 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, Fever (over 38C if under three months, or over 39C for children aged three to six months), A rash or other sign of illness accompanied by a fever (also be aware of any rash that does not fade when rolling a glass over it, as this could be a sign of meningitis), A fever that has lasted five days or more, Breathing difficulties or difficulty in gaining breath, Signs of dehydration, such as dry nappies or no tears when crying, Prolonged tiredness, drowsiness or lethargy, Signs of anaphylaxis (a severe allergic reaction) such as swelling. Medication is recognised as an adjunct to psychosocial treatment to provide an optimum treatment package to improve physical and mental health (Casswell & Thamarangsi, 2009). Examples of how a person's brain or mind may be impaired include: mental health conditions - such as schizophrenia or bipolar disorder dementia severe learning disabilities brain damage - for example, from a stroke or other brain injury physical or mental conditions that cause confusion, drowsiness or a loss of consciousness Type I Type 2 Neither QUESTION 2 Sara is a 38 y/o multipara who is in her 6th-7th, Jay is a 72 y/o male who comes to the clinic with the following chief complaint: "I have been feeling very tired recently and having trouble breathing when I go upstairs. Is pale, listless and does not respond to usual stimulation. | See intervene, -tion]. in writing - for example, signing a consent form for surgery Someone could also give non-verbal consent, as long as they understand the treatment or examination about to take place - for example, holding out an arm for a blood test. 32. INTRODUCTION. If so, you want to make sure you get travel medical insurance. Acupuncture as a therapeutic intervention is widely practiced in the United States, according to the National Institutes of Health. Medication management is the process of overseeing the medications prescribed for a patient to ensure they are taken properly and achieving their planned, therapeutic outcome. If the child approaches a teacher with a medical need that can be self-managed, for example having a drink or snack or taking toilet or other breaks to manage their medical condition effectively, the teacher should co-operate with the child in allowing them to do so. Save time with EHR charting based on feedback from over 112,000 providers. Medical mistakes can cost victims money and even their lives. Understand legal requirements for reporting notifiable diseases Identify notifiable . These include both public health and clinical care measures, and include drugs for acute and chronic conditions, vaccines, vector control, health education, behaviour change strategies, injury prevention, and better health planning and management methods that improve a spectrum of health-related activities. That is usually the journal article where the information was first stated. More severe problems may require admittance into a structured program, treatment facility or hospital. Any example of person-centred care, within any health care experience, will involve a combination of these principles. What Is an Intervention? Similarly, other types of screenings such as developmental assessments can be used to assess whether a child is meeting their expected milestones according to their age group and whether they may need additional support or guidance from professionals. Together with a workforce discrimination policy statement, a dispute resolution policy is created mainly for the purpose of addressing issues for conflicts to avoid escalation.The prompt intervention of people who are tasked to implement the dispute resolution policy can help the workforce to understand and respect one another. Prolonged tiredness, drowsiness or lethargy. 3.3 Identify professionals which can be used to help children and young people. Browse research paper examples for more inspiration. Nonetheless, the conditions necessary for someone to be capable of declining or refusing a medical intervention are not quite the same as the conditions necessary for giving informed consent. - Answers, Nursing Interventions And Implementing Patient Care Plans | USAHS. Medical intervention may be necessary if breathing [] difficulties develop. Give examples of when medical intervention is necessary Qualification: Level 3 Diploma for the Early Years Educator Unit: Unit 1.5: Understand how to support children who are unwell Learning outcome: 2. The purpose of this educa- give an example of a patient daily goal, they stated vague, For more information about the EIDBI benefit, review the EIDBI Benefit Policy manual or take the EIDBI 101 training for providers.Lead agencies should review the EIDBI benefit section of the Community-Based Services manual for more information.. Overview. In medicine, an intervention is usually undertaken to help treat or cure a condition. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Give An Example Of A Time You Worked In A Team And You Failed. Has symptoms of meningitis. This guide explores nursing interventions and their role in patient care. What is an example of a nursing intervention? Explain strategies to encourage healthy eating. An example of a physiological nursing intervention would be providing IV fluids to a patient who is dehydrated. 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. Finally, medical methods of preventive treatment of such diseases are discussed as an example of effective therapy. An Educational Intervention to Increase Nurse Adherence in Eliciting Patient Daily Goals Kathleen Revello1, BSN, have the skills necessary to write specic collaborative goals (Marsland & Bowman, 2010). 2.2 Give examples of when medical intervention is necessary. | Rasmussen University, Why Government Intervention In Health Care Is Necessary | Coursera, Informed Voluntary Consent For Medical Intervention - Documents SPA, Process Evaluation Of Complex Interventions: Medical | The BMJ. Efficient, natural, and seamless design make sure you're charting patient visits the way you want. If in doubt, always seek medical advice. A burn that is large or involves the hands, feet, groin, chest, or face Any loss of consciousness, ongoing or worsening confusion, headache, or vomiting after a head injury Many emergencies involve sudden injuries. Nurses typically perform these actions as part of a nursing care plan to monitor and improve their patient's comfort and health. What physical finding should make the clinician suspicious? For example, early intervention may help children with autism to speak. At one extreme, free-market economists/libertarians, argue that government intervention should be limited to all but the most basic services, such as the protection of private property and the maintenance of law and order. What Is The Best Way To Find A Lawyer For Medical Malpractice? Many alcoholics have a host of physical ailments due to the substance abuse, and these ailments must be medically treated during rehab, especially if a medically supervised withdrawal is in order. Early intervention is key in treating many illnesses and conditions, so it is always better to err on the side of caution. You may meet with psychiatrists, psychologists, specialist nurses and support workers. Evaluate national and local initiatives which promote healthy eating. Improving the effectiveness of public health interventions depends as much on improving their design as their evaluation.1 Yet, compared to the vast literature on intervention evaluation,2-5 there is little to guide researchers or practitioners on developing interventions in logical, evidence-based ways to maximise effectiveness. Treatments include: antibiotics given directly into a vein. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 1.5: Understand how to support children who are unwellLearning outcome: 2. Natural Remission And Medical Interventions Study Guide Flashcards | Quizlet, What Is A Nursing Intervention? How are pharmacy based interventions used to treat cardiovascular disease? The specific early intervention services necessary to meet the unique needs of the infant or toddler and the family, including the frequency, intensity, and method of delivery; The natural environments in which the early intervention services will be provided, including a justification of the extent, if any, to which the services will not be A key economic debate is the extent to which should governments intervene in the economy? Finally, there may also be times when medication needs to be administered within an early years setting. Treatment may include counseling, education, vocational services, family services and life skills training. An example of a child's response is given below. Implement an activity to support healthy eating in own setting. 5 Non-Christmas Movies to Watch This Holiday, Best Online Games to Play with your Friends, 12 tips for creating visual content on social media. CACHE Level 3 Early Years Educator Hodder & Stoughton Limited Learning outcomes LO2. Medical ethics is an applied branch of ethics which analyzes the practice of clinical medicine and related scientific research. 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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