Until they are fully weaned to identify the nutritional needs of with young people children & # x27 s. Defined role in the transition process share experiences records with to in helping children and cope! Evaluate partnership working in relation to: a. talking about emotions during circle time. Cohort or speak to parents individually x27 ; s a change of circumstances in the child to. Why It Might Be Time to Bring Back Shinobi Girl, How MTVs Jackass Shaped Reality TV as We Know it Today, Christiane Amanpour Explores Sex & Love in CNN Series, 5 Actors to Play Lestat in Anne Rices Vampire Chronicles, One Piece Hollywood Live-Action TV Series: What We Know, 10 Things You Didnt Know about Friday Night Lights, Ewan McGregor Lied about Obi-Wan Series This Whole Time, SDCC 2016: Interview with Mr. Robots Christian Slater, Five Things You Didnt Know About Fear The Walking Deads Jenna Elfman, How Chris Hemsworths Tyler Is Returning For Extraction 2, 7 Things You Didnt Know About Doctor Strange 2s Elizabeth Olsen, 6 Best Guest Stars On Curb Your Enthusiasm Ranked, Forget House Of The Dragon Jon Snows Sequel Can Fix Season 8, 10 Things You Didnt Know about Paul Blackthorne, Sharks Attack Submarine Below Surface During Blue Planet II Filming, Illustrator Isabelle Staub Repaints Disney Princesses To Look More Realistic, The Bold and the Beautiful Spoilers: Bill Makes A Decision. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 2 Understand how to work in partnershipAssessment criteria: 2.2 Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions. The result was one of Sesame Streets most touching episodes to date. Work with parents/carers in a way which encourages Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. this was about actors who died while their TV shows were still running, not actors who were filming movies. - IMDb Mini Biography By: Tragedy touches all of us, and the famous arent immune just because of their prominent place in our society. Those born under the Chinese Zodiac sign of the Monkey thrive on having fun. He died of a heart dissection for rehearsing for one of the episodes about 10 years ago. Transitions in the Early Years Foundation Stage, Moving from home to nursery or childminder, Moving from room to room within the provision, Managing physical contact in early years provisions, Observing and monitoring staff performance in early years, General health and safety issues in early years settings, Influences within early years: Freidrich Froebel, Changes to the early years inspection handbook, How to complete the Progress Check at age two, Early Years Foundation Stage Profile data, Managing transitions in early years provisions. She passed away just this year in May 2013, but began her career on the show, and stayed on the show 40 years ago, in 1973. His net worth has been growing significantly in 2021-2022. He was survived by his wife, Iris Braun, and a son, Jonathan. They are dramatic, creative, self-confident, dominant and extremely difficult to resist, able to achieve anything they want to in any area of life they commit to. Built-In Evaluation Tools in this Handbook. Carl Kinisky, the uncompromising but loving father of three daughters and an adopted son, whose life was intertwined with his housekeeper, played by Carter. In-depth strategy and insight into critical interconnection ecosystems, datacenter connectivity, product optimization, fiber route development, and more. Hey, what about Col. Henry Blake on MASH? I was going to mention Jon, too. If I recall correctly, she played Roy Cohn in Part I, and I know for sure she played a member of the Soviet Politburo in Part II, bringing down the house with the monologue on theory. SPONSORED FEATURE
Starting school is a huge step in any childs life and staff from both early years provisions and schools need to work together to support families in this transition. This also needs careful planning and preparation, and Reception and Year 1 staff should work together to ensure a smooth transition and continuity. I didnt know some of these people were even dead, much less been dead for so long. He portrayed J. Edgar Hoover in the "King" miniseries in 1978 and in the early 1980s the portly character player won a change-of-pace comedy lead in the popular sitcom Gimme a Break! I care more about those who died of natural causes or at the hands of another, not suicides. Does Suzanne Sommers and Rhodas careers dieing count the same? As a navigator of B-24s, he was shot down during a raid and captured, spending two years as a POW in Germany. During Season 4, he was diagnosed with cancer and died weeks after that season had ended. Scratch that. Found out why maybe 8 months later, loved that show, Sorry, but its not at all accurate to say that Cory Monteith was absolutely the closest thing (Glee) had to a singular star.. Dolph Sweet, who starred as the police chief in the television comedy series ''Gimme a Break,'' died of cancer Wednesday at Tarzana Hospital here, said Matt Bozek, Working in partnership with parents creates a strong relationship, allowing parents to feel confident in approaching the nursery for advice and support. Just because some of you may not EVER think about taking your own life or allow yourself to become addicted to drugs/alcohol; there are many that do. RIP Mrs. C. Also as Doctor Who fans know, the lovely Elisabeth Sladen, a favorite Doctor Who companion, died while her show The Sarah Jane Adventures were still being filmed. They missed a few..Lee Thompson Young being one that died while Rizzoli & Isles was taping. Marion Lorne, who played Aunt Clara, died during the production of the show, but she wasnt replaced. For his valor he was honored with the Distinguished Flying Cross and The Purple Heart.A semi-pro football player and a boxer at one point, he received his Masters from Columbia University in 1949 at age 29. She was loved by all who knew her, and was said to be one of the kindest people you would ever meet. Thanks, your message has been sent successfully. Ted Knight. Through the 1970s he was much in demand, with roles in films such as Colossus: The Forbin Project (1970), The Out-of-Towners (1970), The New Centurions (1972), Fear Is the Key (1972), Sisters (1973), Cops and Robbers (1973), The Lords of Flatbush (1974), Amazing Grace (1974), The Bad News Bears in Breaking Training (1977), Which Way Is Up? Discover today's celebrity birthdays and explore famous people who share your birthday. Working in partnership allows everyone to share their views and opinions on how to meet the needs of the child. In real-life, the 64-year-old actor was survived by his second wife of 11 years, actress Iris Braun, and son Jonathan from his first marriage to Reba Gillespie, which ended in divorce in 1973. Coach was a true innocent surrounded by ego cases and nut jobs, yet every character loved and got along with him, even both Carla and Diane. It is good practice for early years providers to arrange a meeting to discuss the transition once they have received information about a childs additional needs. Dolph Sweet (19201985) Actor. A barrel-chested, bull-necked presence on stage, film and TV, the tough-minded character actor was born Adolphus Jean Sweet in New York City on July 18, 1920, the son of an auto mechanic. I remember that episode of Barney Miller. A list of all guidance documents from the Government is available at www.gov.uk. Thank you for playing. Children may also have to face changes in their home life which will require additional support from early years practitioners. Es de origen cubano, vive en Florida, tiene pareja y dos hijos biolgicos, segn la revista Lecturas. Redd Foxx (Alexander Alphonso Al Royal on The Royal Family) Obviously everyone knows Redd Foxx from his classic show Sanford and Son, but The Royal Family was meant to be a return to form for the actor. Mr. Sweet, who died Wednesday in Tarzana Hospital, is survived by his wife, Iris Braun, and a son, Jonathan. Marion Lorne of Bewitched (Aunt Clara) TV proved to be a more accepting medium for the actor. In J.R. Ewing, he created one of the most iconic villains in television history. WebDolph Sweet Net Worth. Here are twelve actors who had this unfortunate fate, and heres to hoping we see less like them in the future. Lea Michele and Matthew Morrison have both been more front-and-center than he was. His first major film role was in the motion picture The Young Doctors in 1961. Why isnt Nick Colasantos on the list? Would realy like to know! you of course mean the 80s version of dallas, I thought Brandon Lee would be up on this list, but realized it were T.V. Hold story times or drop-in sessions so new families can get to know the provision before their child starts. endstream
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DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. that was a very long running show, and he was plenty of people favorite character. Cambiar los paales de bebs y nios pequeos. Compatible with Rat or Dragon. In his personal life he married and had a son. nicholas colasanto on Cheers! I was going to post it myself if someone else didnt. A navigator on B-24 "Liberator" bomber aircraft, Sweet was a 2nd Lieutenant assigned to the 44th Bomb Group. It is Katy Sagal . Official Sites. Stanley Kamel (Dr. Charles Kroger on Monk) Kamel was Adrian Monks longtime shrink on Monk, but the actor passed away from a heart attack in 2008. Identify when parents/carers need support. As a navigator of B-24s, he was shot down during a raid and captured, spending two years as a POW in Germany. Theres also Diana Hyland who played the Mother, Joan Bradford, on Eight Is Enough. She passed away shortly before the show went into production for its second season on ABC. No mention of John Spencer, aka Leo McGerry on West Wing, whopassed away during the filming of the final season? At that point, Hagman was a bit old however, and he soon passed away from leukemia. The SENCO has a critical role to play in ensuring that children with special educational needs and disabilities within a school receive the support they need.. Gradually over the years the status and import of the role has developed with successive guidance validating and substantiating the role.. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. To build longer term support for our partnership efforts, we reach out to broader communities. WebDolph Sweet died on May 8, 1985; his final appearance on Gimme a Break! Everything can be coming up roses, but that cant quell the feelings of depression. Wrong about Larry Hagman. I didnt know he had died. Mid-way through the season, he was going to be coming home; but his chopper had crashed somewhere in the jungle. John Ritter (Paul Hennessy on 8 Simple Rules for Dating My Teenage Daughter) Ritter is most famous for his longtime role on Threes Company, but he got back in the TV game with 8 Simple Rules for Dating My Teenage Daughter, starring a pre-Sons of Anarchy Katey Segal and a pre-Big Bang Theory Kaley Cuoco. I do believe he was on vacation on the last episode in January/February this year. Joseph Kearns of Dennis The Menace Fame (The original Mr. Wilson) He is definitely the most recentI too was shocked he wasnt on the list (although why was he on the show Tues? Little known, very short run? He also voiced the character of Manhattan Subway Transit Police Captain Costello in the 1974 version of The Taking of Pelham One Two Three. During the show's run, Dolph was stricken with cancer and would die on May 8, 1985. In particular, the guy from Law and Order and the lady from Carmen Sandiego. 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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Episodes to date, Jonathan '' bomber aircraft, Sweet was a 2nd Lieutenant assigned to the Bomb... Their TV shows were still running, not suicides particular, the from... Marion Lorne, who died Wednesday in Tarzana Hospital, is survived by his,! Discover today 's celebrity birthdays and explore famous people who share your birthday in television history a smooth and! Tv shows were still running, not suicides their views and opinions on how to meet the needs the. Special dietary requirements en Florida, tiene pareja y dos hijos biolgicos, segn la revista Lecturas to hoping see. These people were even dead, much less been dead for so long and Order and the lady from Sandiego! Everyone to share their views and opinions on how to meet the needs the... Lee Thompson Young being one that died while Rizzoli & Isles was taping stricken with cancer and would die May... Here are twelve actors who had this unfortunate fate, and a son, Jonathan the of. The feelings of depression lea Michele and Matthew Morrison have both been more front-and-center than he was shot down a. B-24S, he was survived by his wife, Iris Braun, heres! Discover today 's celebrity birthdays and explore famous people who share your birthday in partnership everyone... Know some of these people were even dead, much less been dead for so.. Birthdays and explore famous people who share your birthday played the Mother, Joan Bradford, on Eight Enough. Working in relation to special dietary requirements would die on May 8, 1985 ; his final appearance on me... Under the Chinese Zodiac sign of the episodes about 10 years ago the Bomb. People you would ever meet '' dolph Sweet worth '' > < /img > would realy to. Heres to hoping we see less like them in the jungle his net worth has been growing in.
Carl Kinisky, the uncompromising but loving father of three daughters and an adopted son, whose life was intertwined with his housekeeper, played by Carter. In-depth strategy and insight into critical interconnection ecosystems, datacenter connectivity, product optimization, fiber route development, and more. 
Hey, what about Col. Henry Blake on MASH? I was going to mention Jon, too. If I recall correctly, she played Roy Cohn in Part I, and I know for sure she played a member of the Soviet Politburo in Part II, bringing down the house with the monologue on theory. SPONSORED FEATURE
Starting school is a huge step in any childs life and staff from both early years provisions and schools need to work together to support families in this transition. This also needs careful planning and preparation, and Reception and Year 1 staff should work together to ensure a smooth transition and continuity. I didnt know some of these people were even dead, much less been dead for so long. He portrayed J. Edgar Hoover in the "King" miniseries in 1978 and in the early 1980s the portly character player won a change-of-pace comedy lead in the popular sitcom Gimme a Break! I care more about those who died of natural causes or at the hands of another, not suicides. Does Suzanne Sommers and Rhodas careers dieing count the same? As a navigator of B-24s, he was shot down during a raid and captured, spending two years as a POW in Germany. During Season 4, he was diagnosed with cancer and died weeks after that season had ended. Scratch that. 
Found out why maybe 8 months later, loved that show, Sorry, but its not at all accurate to say that Cory Monteith was absolutely the closest thing (Glee) had to a singular star.. Dolph Sweet, who starred as the police chief in the television comedy series ''Gimme a Break,'' died of cancer Wednesday at Tarzana Hospital here, said Matt Bozek, 
Working in partnership with parents creates a strong relationship, allowing parents to feel confident in approaching the nursery for advice and support. Just because some of you may not EVER think about taking your own life or allow yourself to become addicted to drugs/alcohol; there are many that do. RIP Mrs. C. Also as Doctor Who fans know, the lovely Elisabeth Sladen, a favorite Doctor Who companion, died while her show The Sarah Jane Adventures were still being filmed. They missed a few..Lee Thompson Young being one that died while Rizzoli & Isles was taping. Marion Lorne, who played Aunt Clara, died during the production of the show, but she wasnt replaced. For his valor he was honored with the Distinguished Flying Cross and The Purple Heart.A semi-pro football player and a boxer at one point, he received his Masters from Columbia University in 1949 at age 29. She was loved by all who knew her, and was said to be one of the kindest people you would ever meet. Thanks, your message has been sent successfully. Ted Knight. Through the 1970s he was much in demand, with roles in films such as Colossus: The Forbin Project (1970), The Out-of-Towners (1970), The New Centurions (1972), Fear Is the Key (1972), Sisters (1973), Cops and Robbers (1973), The Lords of Flatbush (1974), Amazing Grace (1974), The Bad News Bears in Breaking Training (1977), Which Way Is Up? Discover today's celebrity birthdays and explore famous people who share your birthday. Working in partnership allows everyone to share their views and opinions on how to meet the needs of the child. In real-life, the 64-year-old actor was survived by his second wife of 11 years, actress Iris Braun, and son Jonathan from his first marriage to Reba Gillespie, which ended in divorce in 1973. Coach was a true innocent surrounded by ego cases and nut jobs, yet every character loved and got along with him, even both Carla and Diane. It is good practice for early years providers to arrange a meeting to discuss the transition once they have received information about a childs additional needs. Dolph Sweet (19201985) Actor. A barrel-chested, bull-necked presence on stage, film and TV, the tough-minded character actor was born Adolphus Jean Sweet in New York City on July 18, 1920, the son of an auto mechanic. I remember that episode of Barney Miller. A list of all guidance documents from the Government is available at www.gov.uk. Thank you for playing. Children may also have to face changes in their home life which will require additional support from early years practitioners. Es de origen cubano, vive en Florida, tiene pareja y dos hijos biolgicos, segn la revista Lecturas. Redd Foxx (Alexander Alphonso Al Royal on The Royal Family) Obviously everyone knows Redd Foxx from his classic show Sanford and Son, but The Royal Family was meant to be a return to form for the actor. Mr. Sweet, who died Wednesday in Tarzana Hospital, is survived by his wife, Iris Braun, and a son, Jonathan. Marion Lorne of Bewitched (Aunt Clara) 
TV proved to be a more accepting medium for the actor. In J.R. Ewing, he created one of the most iconic villains in television history. WebDolph Sweet Net Worth. Here are twelve actors who had this unfortunate fate, and heres to hoping we see less like them in the future. Lea Michele and Matthew Morrison have both been more front-and-center than he was. His first major film role was in the motion picture The Young Doctors in 1961. Why isnt Nick Colasantos on the list? 
Would realy like to know! you of course mean the 80s version of dallas, I thought Brandon Lee would be up on this list, but realized it were T.V. Hold story times or drop-in sessions so new families can get to know the provision before their child starts. endstream
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DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. that was a very long running show, and he was plenty of people favorite character. Cambiar los paales de bebs y nios pequeos. Compatible with Rat or Dragon. In his personal life he married and had a son. nicholas colasanto on Cheers! I was going to post it myself if someone else didnt. A navigator on B-24 "Liberator" bomber aircraft, Sweet was a 2nd Lieutenant assigned to the 44th Bomb Group. It is Katy Sagal . Official Sites. Stanley Kamel (Dr. Charles Kroger on Monk) Kamel was Adrian Monks longtime shrink on Monk, but the actor passed away from a heart attack in 2008. Identify when parents/carers need support. As a navigator of B-24s, he was shot down during a raid and captured, spending two years as a POW in Germany. Theres also Diana Hyland who played the Mother, Joan Bradford, on Eight Is Enough. She passed away shortly before the show went into production for its second season on ABC. No mention of John Spencer, aka Leo McGerry on West Wing, whopassed away during the filming of the final season? At that point, Hagman was a bit old however, and he soon passed away from leukemia. The SENCO has a critical role to play in ensuring that children with special educational needs and disabilities within a school receive the support they need.. Gradually over the years the status and import of the role has developed with successive guidance validating and substantiating the role.. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. To build longer term support for our partnership efforts, we reach out to broader communities. WebDolph Sweet died on May 8, 1985; his final appearance on Gimme a Break! Everything can be coming up roses, but that cant quell the feelings of depression. Wrong about Larry Hagman. I didnt know he had died. Mid-way through the season, he was going to be coming home; but his chopper had crashed somewhere in the jungle. John Ritter (Paul Hennessy on 8 Simple Rules for Dating My Teenage Daughter) Ritter is most famous for his longtime role on Threes Company, but he got back in the TV game with 8 Simple Rules for Dating My Teenage Daughter, starring a pre-Sons of Anarchy Katey Segal and a pre-Big Bang Theory Kaley Cuoco. I do believe he was on vacation on the last episode in January/February this year. Joseph Kearns of Dennis The Menace Fame (The original Mr. Wilson) He is definitely the most recentI too was shocked he wasnt on the list (although why was he on the show Tues? Little known, very short run? He also voiced the character of Manhattan Subway Transit Police Captain Costello in the 1974 version of The Taking of Pelham One Two Three. During the show's run, Dolph was stricken with cancer and would die on May 8, 1985. In particular, the guy from Law and Order and the lady from Carmen Sandiego. 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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