CACHE Level 3 Award/Certificate/Diploma in Child Care and ...
CACHE Level 3 Award/Certificate/Diploma in Child Care and ... CACHE Level 3 Award/Certificate/Diploma in Child Care and ...
Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook © CACHE 2011 Version 5 Section 4 The importance of recording and reporting signs of abuse and/or concerns and how to do this. Responding to a child’s disclosure of abuse. How to work with other professionals to support children. The safe working practices that protect children and the adults who work with them. How to carry out risk assessments. How to promote and maintain health and safety. How to plan outings. The theories that underpin the empowerment of children, eg Albert Bandura, Howard Gardner, Daniel Goleman. Strategies to develop self-confidence and self-reliance. How to develop relationships with children and adults. How to value children and give them attention. The importance of children's communication skills. The importance of listening to children. Strategies to show children you respect their individuality. Encouraging children to respect other people's views. How to be fair and consistent in supporting children. The transitions children will experience, for example, a new sibling, moving house, bereavement, and the possible effects on behaviour. How children feel when they transfer to a new school. Working with the child and family. Strategies to support and prepare children for transfers and transitions, for example, changing schools, bereavement or new siblings. How to gather information which supports the child through a successful transition. The importance of providing continuity of experiences for children. How to promote communication between settings. The promotion of citizenship and independence. 41
Section 4 The characteristics of discrimination. The causes of discrimination and the effects on children. The adult’s role in promoting diversity and inclusive practice. 42 Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook © CACHE 2011 Version 5
- Page 5 and 6: Contents ii Level 3 Award, Level 3
- Page 7 and 8: Contents iv Level 3 Award, Level 3
- Page 9 and 10: Candidate information vi Level 3 Aw
- Page 11 and 12: About this handbook viii Level 3 Aw
- Page 13 and 14: Introduction Attendance at classes
- Page 15 and 16: Introduction xii Level 3 Award, Lev
- Page 17 and 18: Section 1 2 Level 3 Award, Level 3
- Page 19 and 20: Section 1 Types of assessment Award
- Page 21 and 22: Section 1 Re-mark request for short
- Page 23 and 24: Section 1 8 Level 3 Award, Level 3
- Page 25 and 26: Section 2 10 Level 3 Award, Level 3
- Page 27 and 28: Section 2 Unit titles 12 Level 3 Aw
- Page 29 and 30: Section 3 14 Level 3 Award, Level 3
- Page 31 and 32: Section 3 16 Level 3 Award, Level 3
- Page 33 and 34: Section 4 18 Level 3 Award, Level 3
- Page 35 and 36: Section 4 20 Level 3 Award, Level 3
- Page 37 and 38: Section 4 22 Level 3 Award, Level 3
- Page 39 and 40: Section 4 24 Level 3 Award, Level 3
- Page 41 and 42: Section 4 26 Level 3 Award, Level 3
- Page 43 and 44: Section 4 28 Level 3 Award, Level 3
- Page 45 and 46: Section 4 30 Level 3 Award, Level 3
- Page 47 and 48: Section 4 32 Level 3 Award, Level 3
- Page 49 and 50: Section 4 34 Level 3 Award, Level 3
- Page 51 and 52: Section 4 36 Level 3 Award, Level 3
- Page 53 and 54: Section 4 38 Level 3 Award, Level 3
- Page 55: Section 4 Unit 3 - Supporting child
- Page 59 and 60: Section 4 Unit 3 - Supporting child
- Page 61 and 62: Section 4 46 Level 3 Award, Level 3
- Page 63 and 64: Section 4 Unit 4 - Keeping children
- Page 65 and 66: Section 4 50 Level 3 Award, Level 3
- Page 67 and 68: Section 4 52 Level 3 Award, Level 3
- Page 69 and 70: Section 4 54 Level 3 Award, Level 3
- Page 71 and 72: Section 4 56 Level 3 Award, Level 3
- Page 73 and 74: Section 4 4. Recent initiatives and
- Page 75 and 76: Section 4 60 Level 3 Award, Level 3
- Page 77 and 78: Section 4 62 Level 3 Award, Level 3
- Page 79 and 80: Section 4 64 Level 3 Award, Level 3
- Page 81 and 82: Section 4 66 Level 3 Award, Level 3
- Page 83 and 84: Section 4 68 Level 3 Award, Level 3
- Page 85 and 86: Section 4 Unit 7 - Play and learnin
- Page 87 and 88: Section 4 72 Level 3 Award, Level 3
- Page 89 and 90: Section 4 74 Level 3 Award, Level 3
- Page 91 and 92: Section 4 76 Level 3 Award, Level 3
- Page 93 and 94: Section 4 Unit 8 - Caring for child
- Page 95 and 96: Section 4 Unit 8 - Caring for child
- Page 97 and 98: Section 4 82 Level 3 Award, Level 3
- Page 99 and 100: Section 4 84 Level 3 Award, Level 3
- Page 101 and 102: Section 4 How to respond to behavio
- Page 103 and 104: Section 4 3. Practice Evidence Reco
- Page 105 and 106: Section 4 90 Level 3 Award, Level 3
<strong>Level</strong> 3 <strong>Award</strong>, <strong>Level</strong> 3 <strong>Certificate</strong> <strong>and</strong> <strong>Level</strong> 3 <strong>Diploma</strong> <strong>in</strong> <strong>Child</strong><br />
<strong>Care</strong> <strong>and</strong> Education Course H<strong>and</strong>book<br />
© <strong>CACHE</strong> 2011 Version 5<br />
Section 4<br />
The importance of record<strong>in</strong>g <strong>and</strong> report<strong>in</strong>g signs of abuse <strong>and</strong>/or concerns <strong>and</strong> how to do<br />
this.<br />
Respond<strong>in</strong>g to a child’s disclosure of abuse.<br />
How to work with other professionals to support children.<br />
The safe work<strong>in</strong>g practices that protect children <strong>and</strong> the adults who work with them.<br />
How to carry out risk assessments.<br />
How to promote <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong> health <strong>and</strong> safety.<br />
How to plan out<strong>in</strong>gs.<br />
The theories that underp<strong>in</strong> the empowerment of children, eg Albert B<strong>and</strong>ura, Howard<br />
Gardner, Daniel Goleman.<br />
Strategies to develop self-confidence <strong>and</strong> self-reliance.<br />
How to develop relationships with children <strong>and</strong> adults.<br />
How to value children <strong>and</strong> give them attention.<br />
The importance of children's communication skills.<br />
The importance of listen<strong>in</strong>g to children.<br />
Strategies to show children you respect their <strong>in</strong>dividuality.<br />
Encourag<strong>in</strong>g children to respect other people's views.<br />
How to be fair <strong>and</strong> consistent <strong>in</strong> support<strong>in</strong>g children.<br />
The transitions children will experience, for example, a new sibl<strong>in</strong>g, mov<strong>in</strong>g house,<br />
bereavement, <strong>and</strong> the possible effects on behaviour.<br />
How children feel when they transfer to a new school.<br />
Work<strong>in</strong>g with the child <strong>and</strong> family.<br />
Strategies to support <strong>and</strong> prepare children for transfers <strong>and</strong> transitions, for example,<br />
chang<strong>in</strong>g schools, bereavement or new sibl<strong>in</strong>gs.<br />
How to gather <strong>in</strong>formation which supports the child through a successful transition.<br />
The importance of provid<strong>in</strong>g cont<strong>in</strong>uity of experiences for children.<br />
How to promote communication between sett<strong>in</strong>gs.<br />
The promotion of citizenship <strong>and</strong> <strong>in</strong>dependence.<br />
41