BA(Hons) Early Years Education EYT 1001 Module Handbook

BA (Honours) Early Years Education Full-time Programme Year 1

Level 4 Module Handbook EYT 1001 Prime Areas of Learning

2013-14

Contents

Page

Inclusive Learning Statement

3

Contacts

4

Welcome & Rationale

5

Aims

6

Module Learning Hours

6

Learning Outcomes

6

Assessment Strategy

6

Assessment Guidance

6

Assessment submission arrangements

7

Module Evaluation

7

Module schedule

8

Essential reading

19

Recommended Reading

19

Journals and related publications

20

Websites

20

Appendices

21

2

Inclusive Learning It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (e.g. electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.

Concerned about your studies?

Every year we have students who have concerns about aspects of their study skills (for example: reading and writing) and worry about their ability to study at this level. If you have had difficulties in these areas at school, Edge Hill can offer informal guidance for you in relation to this. It may be that you have a Specific Learning Difficulty, in which case we can offer you appropriate assessments and guidance/support to help you achieve your potential. Please call into the Edge Ahead Centre for a confidential chat in relation to this.

Disabilities / Specific Learning Difficulties (eg: Dyslexia, Dyspraxia) If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.

Disability (eg: physical, sensory or mental health) Inclusion Team, Student Information Centre Tel: 01695 584190 Email: inclusionteam@edgehill.ac.uk

Specific Learning Difficulties (eg: Dyslexia, Dyspraxia) Skills Development Team, Edge Ahead Centre Learning Resource Centre (LRC), First Floor Tel: 01695 584372 Email: eac@edgehill.ac.uk

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Contacts Course Leader

Jacqui Basquill Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337

Associate Tutor

Jill Anderton Jill.Anderton@edgehill.ac.uk

Placement Co-ordinator Karen Bloyce Tel: 01695 657625 Email: karen.bloyce@edgehill.ac.uk Programme Leader:

Linda France Linda.France@edgehill.ac.uk Tel: 01695 584206

Administration

Trish Byrne Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP Tel: 01695 58428 Trish.Byrne@edgehill.ac.uk

Inclusion Team

inclusionteam@edgehill.ac.uk

Specific Learning Difficulties

eac@edgehill.ac.uk

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Credit Rating 30

Level 4

Welcome & Rationale The BA (Hons) Early Years Education Team welcomes you to the EYT1001 Module and hopes that you will find this module interesting, challenging, relevant to your early years practice as well as enjoyable and rewarding! This is a setting-based module that runs for the whole year and bridges your work experience placement and your academic studies.

The module is designed to support your understanding of the Prime Areas of Learning in the Early Years Foundation Stage.

The module aims to enhance students’ knowledge and understanding of the ways in which Early Years practitioners lead, plan, teach, assess and manage early years provision.

The module will provide structured and supported opportunities for students to develop further personal awareness of skills and competence in early years practice and aspects of leadership. Students will engage with the Early Years Foundation Stage (EYFS) framework and develop both a theoretical and practical understanding of its use in ensuring excellent provision for all children.

The module will enable students to understand the Prime Areas of Learning, and how to observe assess and plan for learning in each of these areas.

Taught sessions and setting based experiences will ensure that students reflect upon, and analyse, the wide variety of teaching and learning styles in an early years setting and enable students to develop their creativity and teaching skills.

This module handbook should be read in conjunction with the Programme Handbook.

Please note the policies and procedures regarding attendance, authenticity of work ethics and submission.

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Aims To develop students’ 1. theoretical and practical approaches to the prime areas of learning 2. communication and language, physical development and Personal, Social and Emotional Development (PSED).

3. understanding of the child development through the provision of stimulating environment for promoting effective teaching and learning.

4. knowledge and understanding of the key aspects of the prime areas to consider playing, exploring and engaging in active learning and strategies to develop critical thinking.

5. Understanding of the importance of care and educational experiences on children's development to ensure that students are enabled to provide high quality experiences to develop these key skills in children.

Module Learning Hours Guided learning activity Independent study

60 hours 240 hours

Learning Outcomes On successful completion of this module students will be able to: 1. Recognise the significance of the prime areas of children’s learning and development.

2. Justify the emphasis on PSED in the development of children in the early years.

3. Identify and articulate the characteristics of effective learning and their practical application within the identified prime areas of learning.

4. Demonstrate an understanding of planning developmentally appropriate activities for the identified prime areas of learning.

Assessment strategy Assessment guidance Use the following as a checklist prior to submission of work:  Completed and signed coversheet, appropriate to the module  Level 4 performance descriptors  Signed research ethics statement if necessary  Text double-spaced and of an appropriate font size (Arial 12 point)  Ample margins left at either side of each page  All references (if required) made using Harvard Referencing as identified in ‘Edge Ahead Skills Guide on Harvard Referencing System’  Bibliography (if required) set out using Harvard Referencing System 6

Assignments must be submitted in accordance with the requirements specified on Blackboard Assessment submission arrangements One copy of your assignment must be submitted in accordance with the requirements set out in your Academic Registry Handbook / Programme Handbook. Instructions for submitting assignments are located on Blackboard. These instructions must be fully complied with to ensure assignments are assessed in accordance with stated turnaround times.

A completed cover sheet, level descriptors and a signed research ethics statement, where necessary, must accompany all work submitted.

Please note that the word count is a guide only and there is a 10% leeway allowed.

Work submitted after the date/time indicated will not be eligible for a mark.

If you foresee a serious problem that is likely to prevent you from submitting work on the due date you must contact your Module Leader BEFORE the due date to request an extension. You must complete the Coursework Extension Approval Form. Copies of these forms can be found in your Programme Handbook and on Blackboard.

Assessment feedback will reflect the moderation process and will be made available to students 3 working weeks after the date of submission Feedback will include a provisional grade which will be confirmed after the appropriate Assessment Board for the Programme has taken place.

Module Evaluation The module will be evaluated by completion of an on-line student evaluation form.

This will form the basis of a Module Evaluation Report written by the Module Leader. Where appropriate, a nominated student representative will be invited to a Student Consultative meeting each term where all modules will be reviewed and evaluated.

You said… we did…

Module evaluations last year resulted in the following action: Students asked for more tutorial support – we introduced additional group and individual tutorial time to support students to produce good quality evidence for the assessments in this module Students asked for more support in searching for a job – we introduced interview simulations and job application support activities.

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Module Schedule The week by week schedule is designed to support the assessment and reflection tasks required for this module together with the need to create and organise additional evidence for the PDP. Specific session content will be flexible and driven by student need and sector/curriculum requirements.

Session

Topic/content

1

Introduction to the Early Years Foundation Stage (a) Introduction to the Early Years Foundation Stage (b) Practical Session Introduction to Development Matters Characteristics of Effective Learning Tutorial Prime Areas - Communication and Language Workshop Prime Areas - Communication and Language Workshop

2 3 4 5 6 7 8 9 10

25 26 27 28 29

Christmas Vacation Christmas Vacation Prime Areas – Personal, Social and Emotional Development Workshop Prime Areas – Personal, Social and Emotional Development Workshop Learning Through Play Introduction to the Welfare Requirements Holistic Learning Active Learning Practical Experience Forest Schools Enabling Environments Enabling Environments Prime Areas - Physical Development Workshop Easter Vacation Easter Vacation Prime Areas - Physical Development Workshop Linking Theory to Practice Tutorial Transition to Level 5

30

Transition to Level 5 (a)

11 12 13 14 15 16 17 18 19 20 21 22 23 24

Assignments due

Return date

1001

1001

8

.

This schedule was accurate at the time of writing.

Where possible all materials for this module can be found on Blackboard.

Session 1 Title: Introduction to the module Assessment overview and assessment writing support Introduction to the Early Years Foundation Stage (EYFS) Students will: Learning  meet tutors and other trainees objectives  develop an understanding of all aspects of the module, including details of module delivery, rationale, learning outcomes, content, independent and directed study, links with work based learning and other modules, assessment requirements, tutor expectations.  be introduced to the module assessment  Gain an overview of the EYFS Students will gain an understanding of the module, including Content  meeting tutors and other students  details of module delivery  rationale  learning outcomes  content  independent and directed study  links with work based learning and other modules  assessment requirements and tutor expectations They will have the opportunity to have any queries and anxieties answered and explained. Aspects of ground rules for the sessions will also be discussed.

There will be an introduction to the EYFS and an overview of the module content and expectations Key concepts Directed activities

Recommended reading

Early Years Foundation Stage 

Download a copy of all sections of the EYFS



Familiarise yourself with the contents (an overview) and select five interesting facts about it to share on the discussion board – EYFS framework

BAECE (2012) Development Matters in the Early Years Foundations Stage. London: DfE Publications [ http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINTAMENDED.pdf ] DfE (2012) Early Years Foundation Stage: Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE Publications. [ http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFSStatutory-Framework-2012.pdf ]

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Session 2 Learning objectives

Content

Key concepts Directed activities Recommended reading

Title: Introduction to the Early Years Foundation Stage (EYFS) Students will: 

Become familiar with the EYFS framework and begin to understand how it is used in early years settings  Understand the EYFS themes and Principles There will be an overview of the EYFS, students will reflect and discuss the points they have identified on the discussion board.

There will be opportunities to work in groups to examine the effect of the EYFS on early years provision EYFS, Development Matters, Welfare Requirements 

You will work with the others in your group to develop an EYFS Wiki

BAECE (2012) Development Matters in the Early Years Foundations Stage. London: DfE Publications [ http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINTAMENDED.pdf ] DfE (2012) Early Years Foundation Stage: Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE Publications. [ http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFSStatutory-Framework-2012.pdf ]

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Session 4 Learning objectives

Content

Title: Introduction to Development Matters Students will:  understand how the EYFS Development Matters informs practice  understand the importance of observation to assess a child’s stage of development  understand how this links to the EYFS Profile This session will link closely to EYT 1002 Session 4 and enable the students to investigate the how the theory of child development underpins the EYFS. The students will research the teaching cycle and begin to gain experience of observation in order to assess for learning.

Key concepts

Early Years Foundation Stage, Development Matters

Directed activities

Continue with group work and new tasks for EYFS Wiki

Recommended reading

BAECE (2012) Development Matters in the Early Years Foundations Stage. London: DfE Publications [ http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINTAMENDED.pdf ] DfE (2012) Early Years Foundation Stage: Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE Publications. [ http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFSStatutory-Framework-2012.pdf ]

Fisher, J. (2008) Starting from the Child. 3rd edition. Maidenhead: OU Press

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Session 5 Learning objectives

Content

Title: Characteristics of Effective Learning Students will:  understand the characteristics of effective learning  be able to see how these are used to engage children and extend their learning The students will research the characteristics of effective learning and relate it to an activity they observed in the previous session, they will then in groups, plan an activity utilising a chosen characteristic that will help a child move on to the next step in their learning.

Key concepts

EYFS, Development Matters, Characteristics of Effective learning

Directed activities

Continue with group work and new tasks for EYFS Wiki

Recommended Reading

BAECE (2012) Development Matters in the Early Years Foundations Stage. London: DfE Publications [ http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINTAMENDED.pdf ] DfE (2012) Early Years Foundation Stage: Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE Publications. [ http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFSStatutory-Framework-2012.pdf ] Palaiologou, I.( 2013 ) The EYFS- Theory and Practice. Sage: London

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Session 6 Learning objectives

Content

Title: Tutorials Students will:  Assess their progress so far  Discuss their learning needs  Plan next steps The tutorial will be an opportunity for students to discuss their learning journeys in their learning circles with a tutor, they will assess their engagement and contribution to both the taught sessions and the online activities. Any issues or difficulties can be raised and support provided

Key concepts

Self Assessment, Peer Assessment

Directed activities

Reflective Diary: What have I learnt and what do I want to know next?

Recommended reading

Tassoni, P. ( 2012 ) Practical EYFS Handbook. 2nd Edition. Harlow: Pearson

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Session 7 Learning objectives

Content

Title: Prime Areas: Communication, Language and Literacy Students will:  Develop an understanding of early language development  Begin to understand approaches to supporting and developing this in babies and toddlers This session will build on EYT 1002 Session 7. Using the observations they have made and their analysis of this, students will plan a series of activities to support a child aged 0-3 years progress to the next steps in their learning

Key concepts

Language, communication, Development Matters

Directed activities

Post 3 lesson plans to develop communication, language and literacy in children 0-3 years old on the Activity Plan Wiki

Recommended reading

Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.

Levey, S., Polirstok, S. (eds) (2011) Language development : understanding language diversity in the classroom. Thousand Oaks : SAGE. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.

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Title: Workshop (0-3 years) Session 8 Learning objectives

Content

Students will:  Develop an understanding of early language development  Begin to understand approaches to supporting and developing this in babies and toddlers

In this session students will demonstrate one activity planned in the last session to the rest of the group. They will support this with a short presentation about the underpinning theory behind their choice and how they anticipate this activity will support the child’s communication and language development.

Language, communication, Development Matters Key concepts Directed

Reflective Diary:

activities

What did I learn about developing communication and language in the 0-3 year age range?

Recommended reading

Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.

Levey, S., Polirstok, S. (eds) (2011) Language development : understanding language diversity in the classroom. Thousand Oaks : SAGE. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.

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Session 9 Learning objectives

Content

Title: Prime Areas: Communication, Language and Literacy Students will:  Develop an understanding of early language development  Begin to understand approaches to supporting and developing this in young children This session will build on EYT 1002 Session 7. Using the observations they have made and their analysis of this, students will plan a series of activities to support a child aged 3-5 years progress to the next steps in their learning.

Each group will choose an activity to demonstrate next week in session 8.

Key concepts

Language, communication, Development Matters

Directed activities

Post 3 lesson plans to develop communication, language and literacy in children 3-5 years old on the Activity Plan Wiki

Recommended reading

Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.

Levey, S., Polirstok, S. (eds) (2011) Language development : understanding language diversity in the classroom. Thousand Oaks : SAGE. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.

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Session 10 Learning objectives

Content

Title: Workshop (3-5 years) Students will:  Develop an understanding of early language development  Begin to understand approaches to supporting and developing this in young children

In this session students will demonstrate one activity planned in the last session to the rest of the group. They will support this with a short presentation about the underpinning theory behind their choice and how they anticipate this activity will support the child’s communication and language development.

Language, communication, Development Matters Key concepts Directed activities

Reflective Diary: What did I learn about developing communication and language in the 3-5 year age range?

Recommended reading

Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.

Levey, S., Polirstok, S. (eds) (2011) Language development : understanding language diversity in the classroom. Thousand Oaks : SAGE. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.

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Essential Reading BAECE (2012) Development Matters in the Early Years Foundations Stage. London: DfE Publications [ http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINALPRINT-AMENDED.pdf ] DfE (2013) Teacher’s Standards (Early Years) https://www.gov.uk/government/publications/early-years-teachers-standards[accessed 30/7/13] DfE (2012) Early Years Foundation Stage: Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE Publications. [ http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework2012.pdf ] Dowling, M. (2010) Young Children Personal, Social and Emotional Development. 3rd edition.

London: Sage Fisher, J. (2008) Starting from the Child. 3rd edition. Maidenhead: OU Press Langston, A. and Dougherty, J. ( 2012 ) Revised EYFS in Practice. Professional Development.

London: Featherstone Education Palaiologou, I.( 2013 ) The EYFS- Theory and Practice. Sage: London Stewart, N. (2011) How Children Learn. London: BAECE Tassoni, P. ( 2012 ) Practical EYFS Handbook. 2nd Edition. Harlow: Pearson Roulstone, S., Law, J., Rush, R., Clegg, J., Peters, T. (2011) Investigating the role of language in children's early educational outcomes. DfE Research Report DFE-RR134, University of the West of England: Bristol.

Recommended reading Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing The Early Years Foundation Stage: A Handbook. London: OUP. Bruce, T. & Meggitt, C. (2012) 5th edition Child Care and Education. London: Hodder Stoughton Davis, D. (2011) Child Development: A practitioner's guide. New York, NY: The Guilford Press.

Evangelou, M., Sylva, K., Kyriacou, M., Wild, M. and Glenny, G. (2009) Early Years Learning and Development: Literature review. Annesley: DCSF Publications.

Fisher, J. (2008) 3rd edition Starting from the Child. Maidenhead: OU Press Gordon, A. and Browne, K. (2011) Beginnings and Beyond. Foundations in Early Childhood

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Education.Wadsworth: Cengage Learning Goswami, U. and Bryant, P. (2007) Children's Cognitive Development and Learning.

London: Esmee Fairbairn Foundation / University of Cambridge.

Hedegaard, M., & Fleer, M. (2008). Studying children: A cultural historical approach.Maidenhead: Mc Graw Hill.

Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.

Nutbrown, C. and Page, J. (2008) Working with Babies and Children. London: Sage Papatheodorou, T. and Moyles, J. (2009) Learning Together in the Early Years: Exploring Relational Pedagogy. Oxon: Routledge The Communication Trust (2011) Let's Talk About It. London.

Journals & related publications British Education Research Journal British Journal of Educational Studies Early Years Education Early Years: An International Journal of Research and Development (TACTYC) Education 3 – 13 International Journal of Early Years Education (OMEP) Inter-Play (Evidence based journal in early education) Nursery World Publications from Early Years Associations: Early Education World Organisation for Early Childhood Education (OMEP) The Professional Association for Early Childhood Educators (TACTYC) Websites https://www.education.gov.uk/publications http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ www.surestart.gov.uk www.tes.co.uk www.ofsted.gov.uk

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Appendices Teacher’s Standards (Early Years) Common Core of Skills and Knowledge for the Children’s Workforce

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Teacher’s Standards (Early Years) 2013 Preamble Early Years Teachers make the education and care of babies and children their first concern.

They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the of the Early Years Foundation Stage (EYFS).

Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are selfcritical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children.

An Early Years Teacher must: 1. Set high expectations which inspire, motivate and challenge all children.

1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.

1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.

2. Promote good progress and outcomes by children.

2.1 Be accountable for children’s progress, attainment and outcomes.

2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.

2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.

2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.

2.6 Develop children’s confidence, social and communication skills through group learning.

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2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.

3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.

3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.

3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

4. Plan education and care taking account of the needs of all children.

4.1 Observe and assess children’s development and learning, using this to plan next steps.

4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.

4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.

4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

5.Adapt education and care to respond to the strengths and needs of all children.

5.1 Have a secure understanding of how a range of factors can inhibit learning and development and how best to address these.

children’s

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children and know how to adapt education and care to support children at different stages of development.

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5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

5.4 Support children through a range of transitions.

5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

6.Make accurate and productive use of assessment.

6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1) .

6.2 Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child.

6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.

7. Safeguard and promote the welfare of children, and provide a safe learning environment.

7.1Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.

7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them.

8. Fulfil wider professional responsibilities.

8.1 Promote equality of opportunity and anti-discriminatory practice.

8.2 Make a positive contribution to the wider life and ethos of the setting.

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.

8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.

8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.

8.7 Understand the importance of and contribute to multi-agency team working.

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Common Core of Skills and Knowledge for the Children’s Workforce (CC) Effective Communication and engagement with Children, young people, their families and carers (CC1)

Child and Young Person development (CC2)

Safeguarding and Promoting the welfare of the child (CC3)

Supporting Transitions (CC4)

Multi-agency working (CC5)

Sharing Information (CC6)

Skills Listening and building empathy (CC1aS)

Skills Observation and judgement (CC2aS)

Skills Identify transitions (CC4aS)

Skills Communication and team work (CC5aS)

Skills Information Handling (CC6aS)

Summarising and explaining (CC1bS)

Empathy and understanding (CC2bS)

Skills Relate, recognise and take considered action (CC3aS) Communication, recording and reporting (CC3bS) Personal skills (CC3cS)

Provide Support (CC4bS)

Assertiveness (CC5bS)

Clear Communication (CC6bS)

Consultation and negotiation (CC1cS) Knowledge How communication works (CC1dK)

Confidentiality and Ethics (CC1eK)

Sources of support (CC1fK) Importance of respect (CC1gK)

Knowledge

Knowledge

Understand context (CC2cK)

Legal and procedural frameworks (CC3dK)

Understand how babies, children and young people develop (CC2dK) Be clear about your own job role (CC2eK) Know how to reflect and improve (CC2fK)

Wider context of services (CC3eK)

Self- knowledge (CC5fK)

Engagement (CC6cS) Knowledge

Knowledge

Knowledge

How children and young people respond to change (CC4cK) When and how to intervene (CC4dK)

Your role and remit (CC5cK)

Importance of information sharing (CC6dK)

Know how to make enquiries (CC5dK)

Role and responsibilities (CC6eK)

Procedures and working methods (CC5eK) The law, policies and procedures (CC 5fK)

Awareness of complexities (CC6fK) Awareness of laws and legislation (CCggK)

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