EYP 1: Roles and responsibilities of the Early Years Practitioner

This unit is part of the NCFE CACHE Level 2 Diploma for the Early Years Practitioner and has the following learning outcomes and assessment criteria:

1. 1. Understand the role of the Early Years Practitioner
   1. 1.1 Explain the skills, knowledge and behaviours required for the role of the Early Years Practitioner
   2. 1.2 Identify settings which provide early years education and care
   3. 1.3 Discuss duties and responsibilities, limits and boundaries of the Early Years Practitioner
2. 2. Be able to locate policies and procedures in an Early Years Setting
   1. 2.1 Access policies and procedures within an Early Years Setting
   2. 2.2 Summarise the responsibilities and accountabilities of the Early Years Practitioner in relation to policies and procedures
3. 3. Be able to communicate with babies, young children and others
   1. 3.1 Identify reasons why people communicate and different communication methods
   2. 3.2 Communicate with babies and young children in ways that will be understood, including verbal and non-verbal communication
   3. 3.3 Extend children’s development and learning through verbal and non-verbal communication
   4. 3.4 Encourage babies and young children to use a range of communication methods
   5. 3.5 Use a range of communication methods to exchange information with young children and adults
   6. 3.6 Communicate effectively with colleagues, parents/carers and other professionals
   7. 3.7 Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress
   8. 3.8 Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development
4. 4. Understand factors impacting on communication in practice
   1. 4.1 Explain ways to communicate with all children appropriate for all their stages of development, including those for whom English is an additional language (EAL) or who have delayed speech
   2. 4.2 Explain how communication affects all aspects of own practice
5. 5. Understand working relationships in Early Years Settings
   1. 5.1 Identify different working relationships for effective team practice in Early Years Settings
   2. 5.2 Explain how a working relationship is different to a personal relationship
   3. 5.3 Explain the roles and responsibilities of other agencies and professionals that work with and support Early Years Settings, both statutory and nonstatutory
   4. 5.4 Explain the importance of the voice of the child and parent/carer engagement for the home learning environment and their roles in early learning
6. 6. Understand why Continuing Professional Development (CPD) is integral to the role of the Early Years Practitioner
   1. 6.1 Define the term ‘reflective practice’ for professional development
   2. 6.2 Explain the importance of reflective practice and CPD to improve own skills and early years practice
7. 7. Demonstrate CPD
   1. 7.1 Engage in CPD and reflective practice to improve own skills, practice and subject knowledge
   2. 7.2 Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities