Cache Diploma Level 3 Unit 1
CACHE Diploma Lv3 11/707067
Unit 1 Assignment
The world today could be compared to a jigsaw for children in an early years setting. For them jigsaws can be challenging, they may not know yet what it stands for, why it must be completed or how to tackle it or even where to start. When I break the analogy down, the pieces could represent the child’s rights, and the selection of jigsaws supplied could stand for the diversity of children, in the same way the practitioner could symbolise the principles of all the legislations that govern the progression of the child. In many ways the simple jigsaw could be the meaningful world around the child, and as for many children around the world they do not yet know their role as an individual or in that case the rights that they have. One of the main roles I have as an early years practitioner is not to dictate these to the child, but instead provide them with a suitable stimulating environment to allow them to learn to pick up the pieces themselves and put together the jigsaw. And with the help and encouragement of practitioners the children can get a sense of how important and who they are in the grander scheme of things.
E1/E2
One of the statutory services the government provides in my local area is a nursery school. Statutory services are provided by the government and are usually completely financed by the local authorities on behalf of the government. There are a few different ways in which these types of setting can support children and families, one being that if the child comes from a working family and both parents have jobs they can both continue to work once the child is old enough to attend nursery. This gives the parents the opportunity to continue to provide for their child by working during the day when most nurseries are open.
Another way in which a nursery school provides support for the child is that it is set with other children usually of the same age meaning it can improve their
Unit 1 Assignment
The world today could be compared to a jigsaw for children in an early years setting. For them jigsaws can be challenging, they may not know yet what it stands for, why it must be completed or how to tackle it or even where to start. When I break the analogy down, the pieces could represent the child’s rights, and the selection of jigsaws supplied could stand for the diversity of children, in the same way the practitioner could symbolise the principles of all the legislations that govern the progression of the child. In many ways the simple jigsaw could be the meaningful world around the child, and as for many children around the world they do not yet know their role as an individual or in that case the rights that they have. One of the main roles I have as an early years practitioner is not to dictate these to the child, but instead provide them with a suitable stimulating environment to allow them to learn to pick up the pieces themselves and put together the jigsaw. And with the help and encouragement of practitioners the children can get a sense of how important and who they are in the grander scheme of things.
E1/E2
One of the statutory services the government provides in my local area is a nursery school. Statutory services are provided by the government and are usually completely financed by the local authorities on behalf of the government. There are a few different ways in which these types of setting can support children and families, one being that if the child comes from a working family and both parents have jobs they can both continue to work once the child is old enough to attend nursery. This gives the parents the opportunity to continue to provide for their child by working during the day when most nurseries are open.
Another way in which a nursery school provides support for the child is that it is set with other children usually of the same age meaning it can improve their
Bibliography: Tassoni P, Beith K, Bulman K, Eldridge H, 2007, CACHE Level 3 Childcare and Education 4th edition, Heinemann, London http://www.newtownabbey.gov.uk/play/downloads/Safeguarding%20Policy.pdf http://www,savethechildren.org.uk/about-us/what-we-stand-for http://olpglobalkids.org/ayiti/UNCRC.pdf http:/www.dhcs.act.gov.au/_data/assets/pdf_file/0016/5614/child_centred_prcatice