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CHILDCARE→NCFE CACHE Level 3 Diploma for the Early Years Educator→Unit 3.8: Understand how to plan to meet the needs of the developing child→Describe reasons for tracking children’s progress

Describe reasons for tracking children’s progress

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.8: Understand how to plan to meet the needs of the developing child
Learning outcome: Understand how to plan to meet the needs of children
Assessment criteria: Describe reasons for tracking children’s progress

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REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE

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Unit 3.10: Develop the speech, language and communication of children
Critically evaluate provision for developing speech, language and communication for children in own setting
Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting
Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years
Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years
Create a language rich environment which develops the speech, language and communication of children in own setting
Unit 3.9: Facilitate the cognitive development of children
Critically evaluate the provision for supporting cognitive development in own setting
Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years
Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years
Create an environment which facilitates cognitive development of children in own setting
Analyse the use of technology in supporting the development of cognition in children
Describe the role of the Early Years practitioner when facilitating the development of cognition in children
Analyse how theoretical perspectives in relation to cognitive development impact on current practice
Describe theoretical perspectives in relation to cognitive development
Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings
Work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development
Make recommendations for meeting children’s individual literacy needs
Analyse own role in relation to planned activities
Evaluate how planned activities support emergent literacy in relation to current frameworks

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