Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 2.1: An introduction to the role of the Early Years practitioner
Learning outcome: Understand the role of the Early Years practitioner
Assessment criteria: Describe the role of the Early Years practitioner in relation to current frameworks
The primary framework relating to Early Years practice is the Early Years Foundation Stage (EYFS), and all practitioners should have read it and be familiar with the content.
Some aspects of the role of an Early Years practitioner, as described by the EYFS, are provided below.
2.3. Parents and/or carers should be kept up-to-date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.EYFS
Promotion and support of child development
1.4 Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving. These are the prime areas: • communication and language • physical development • personal, social and emotional development
1.5. Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: • literacy • mathematics • understanding the world • expressive arts and design.EYFS
Safeguarding and protection
3.2. Providers must take all necessary steps to keep children safe and well.
3.4 Providers must be alert to any issues of concern in the child’s life at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant local safeguarding partners (LSP). The safeguarding policy and procedures must include an explanation of the action to be taken when there are safeguarding concerns about a child and in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting.EYFS
Promotion of equality, diversity and inclusion
3.20.Providers must follow their legal responsibilities under the Equality Act 2010 including the fair and equal treatment of practitioners regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.EYFS
1.16 Each child must be assigned a key person9 (also a safeguarding and welfare requirement – see paragraph 3.27). Providers must inform parents and/or carers of the name of the key person, and explain their role, when a child starts attending a setting. The key person must help ensure that every child’s learning and care is tailored to meet their individual needs. The key person must seek to engage and support parents and/or carers in guiding their child’s development at home. They should also help families engage with more specialist support if appropriateEYFS