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CACHE Level 3 Award/Certificate/Diploma in Child Care and ...

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<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 />

Unit 5 Assignment – The pr<strong>in</strong>ciples underp<strong>in</strong>n<strong>in</strong>g the role<br />

of the practitioner work<strong>in</strong>g with children<br />

This assignment provides the assessment for the unit.<br />

The completed assignment MUST be submitted <strong>and</strong> marked as a whole <strong>and</strong> not <strong>in</strong><br />

separate sections.<br />

Assignment task: What do I have to do?<br />

The whole task must be completed <strong>in</strong> order to achieve the unit.<br />

An early years sett<strong>in</strong>g is prepar<strong>in</strong>g to review the roles of the practitioners. In preparation for<br />

the review, write about:<br />

1. The practitioner's role <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g professional relationships with children <strong>and</strong> adults.<br />

This should <strong>in</strong>clude:<br />

• the responsibilities of the practitioner <strong>in</strong> all professional relationships<br />

• TWO (2) issues which contribute to ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g professional relationships with<br />

children <strong>and</strong> adults<br />

• the value of a multi-professional approach when work<strong>in</strong>g with children<br />

2. Develop<strong>in</strong>g reflective practice. This should <strong>in</strong>clude:<br />

• the benefits of develop<strong>in</strong>g reflective practice with<strong>in</strong> the sett<strong>in</strong>g<br />

• the importance of reflective practice for improv<strong>in</strong>g own performance<br />

• TWO (2) strategies for improv<strong>in</strong>g own learn<strong>in</strong>g <strong>and</strong> performance<br />

3. The pr<strong>in</strong>ciples <strong>and</strong> practices which support the practitioner's work with children. This<br />

should <strong>in</strong>clude:<br />

• a summary of the ma<strong>in</strong> pr<strong>in</strong>ciples that underp<strong>in</strong> work with children<br />

• an analysis of how these pr<strong>in</strong>ciples can support practice<br />

• the reasons why children's <strong>in</strong>terests <strong>and</strong> experiences should be valued<br />

57

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