Unit 5 Cache Level 3 Childcare and Education

Topics: Special education, The Child, Better Pages: 10 (3862 words) Published: May 7, 2013
Unit 5 Assignment

In this assignment I will be covering the assignment criteria for Unit 5 which is the principles underpinning the role of the practitioner working with children.

The responsibility of the practitioner is to work as part of a team with other professionals and staff members effectively to bring children and parents the best possible service i.e. working with social workers, speech and language therapists, and family support workers. Practitioners must also have a working partnership with parents, to work effectively with the child as the parents are the primary carers and they will know what the child is like at home and what the child’s interests are. For example they would have a policy called ”parents as partners”. They would give their opinions and views about their child’s progress and development, what they are going to plan for the child to make sure they are meeting the child’s needs as well as trying to provide the best opportunity for learning. All practitioners must provide an inviting, relaxed and welcoming environment for the parents and children, and for any other people that come into the setting. They must have a professional relationship with the parents of the child and they must keep regular contact by getting the parents involved and participate in their child’s development and progress as much as possible. They must follow the rules of confidentiality and must work appropriately to the principles of the sector, meeting the individual learning needs of each child, planning and providing activities and experiences that help each child learn and develop further (Tassoni.P et al, 2007). For example creating individual learning plans for a child and what steps are going to have to be taken in order to help the child’s development, providing plenty of activities that can support each area of the child’s development, trying to include new experiences for the child i.e. “Forest School” the experience of outdoor activities. Taster days in primary school providing experiences in the setting such as foam shapes and the children can play and explore.

Knowledge and understanding of a child’s individual needs is important when maintaining professional relationships with children and their parents because the parents are the main carers, and they know about the needs of their child i.e. the practitioner needs to find out as much information from the parents about the child, so that they can care for the child in the best possible way and the needs such as medication the child has to take, any allergies or disabilities the child may have and what interests does the child have. Every child has got individual needs that the practitioner has to meet and must not discriminate against a particular child. They need to know the child’s needs, so activities can be adapted to meet those needs (Tassoni.P et al, 2007) i.e. a child has difficulty with learning the alphabet so the practitioner can adapt an activity that lets the child learn the alphabet ,singing the alphabet in a song for example. If a child is having difficulty with their fine motor skills the practitioner can set up an activity with “foam” that lets the child draw and use their hands in the foam to improve the child’ skills or encourage the child to use chalk. Being reliable is important in maintaining professional relationships with children and adults, because it contributes to the well-being of the child, being reliable shows you are being professional. Being unreliable causes conflict and will be difficult in maintaining professional relationships with the parents and colleagues (Tassoni.P et al, 2007). For example staff rely on each other to maintain confidentiality and to support one another day to day. Being accountable is important when maintaining professional relationships with parents and children because you need to be professional when building relationships with the children and adults (Tassoni.P et al, 2007). This...

Bibliography: The Department for Eduation (2012) “Multi-agency working”
Date Accessed 02/05/2012
Teaching expertise (2008) “Self-evaluation to improve early years provision”
Nursery World (2008) “Work Matters: Training : Reflective Practice – Time to open your mind”
Tassoni.P. Beith.K. Bulman. K. Eldrige.H (2007) CACHE Level 3 Childcare and Education. 4th Edition. Harlow, Essex. Heinemann.
Meggit.C Kamen.T Bruce.T Grenier.J (2011) CACHE Level 3 Children and Young people’s Workforce. Hodder Education
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