CACHE Level 3 Child Care and Education by Nelson Thornes (PDF)

CACHE Level 3 Child Care and Education by Nelson Thornes (PDF)
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About


Publisher: Nelson Thames Ltd.
Authors: Marion Beaver, Jo Brewster, Sandy Green, Sally Neo um, Heidi Sheppard, Jill Tallack and Miranda Walker;
Pages: 557 pages;
Size: 120 MB;


Content


Introduction
Acknowledgment
About the authors
How to use this book
Unit 1 An introduction To working with children
The range of provision for children
Demonstrate an initial understanding of the roles and responsibilities in promoting the rights of children
What is meant by professional practice
The principles and values that underpin working with children
How to develop relevant study and time management skills
Unit 2 Development from conception to age 16 years
How to apply the general principles and theoretical perspectives to oil areas of development
How to use G range of observation techniques appropriate
To different stages of development circumstances
How to assess the development of children, and reflect upon the implications for practice
Unit 3 Supporting children
The implications of relevant legislation on working produces with children
How to recognize strategies, which ore tor, lust and inclusive and know how to promote them
Where to access the policies of the setting and how to follow the procedures tor subordinating children
How to empower children to develop self-confidence and self-esteem and self-reliance
How to support children to prepare for transfer or transition
The causes and effects of discrimination in society
Unit 4 Keeping children safe
How to identity cm develop strategies to establish and maintain healthy, safe and secure environments
The procedures far dealing with accidents, illnesses and other emergencies
How to plan and provide on enabling physical environment for children
How to develop age appropriate routines which
encourage children to core for themselves
Unit 5 The principles underpinning the role of the practitioner working with children How to maintain professional relationships with children and adults
The skills needed to become o reflective practitioner
Differing principles and practices that underpin working with children of different ages
Current notional and local initiatives and issues relevant to the sector follow the procedures tor subordinating children
How to empower children to develop self-confidence and self-esteem and self-reliance
How to support children to prepare for transfer or transition
The causes and effects of discrimination in society
Unit 6 Promoting Cl healthy environment for children
The principles underpinning the rights of children to o healthy lifestyle and environment
The odors that protect the health of children
How to plan and implement routines and activities for children
Unit 7 Play and learning in children's education
The relevant theoretical approaches in the field of play and education
How to appropriate tools to assess the learning of individual children
How to plan and provide learning opportunities in consultation with others
How to record and evaluate the planning and assessment cycle
Unit 8 Curing for children
The range of servings that provide core for children
The diverse core needs of children
How to work effectively in multi-professional teams to support the core of children
Unit 9 Development of professional skills within children's education
The professional standards expected of the practitioner
How lo apply theoretical knowledge to the professional setting
How the planning cycle is used in various practical settings
How lo meet the needs of individual and groups of children in a variety of settings
How professional practice is linked lo legislation, policies and procedures
Unit 12 Nutrition and healthy food for children
The essential food groups and o balanced diet
Nutrition and the growing child
Influences on food and diet
Disorders requiring special diets
Sate food preparation
Unit 14 Working with children with special needs
The concept of special needs and current attitudes and values
The range of odors affecting children's ability lo learn
The provision for children with special educational needs
The roles and responsibilities of professionals working with children with special educational needs
Unit 15 Developing children's (3-8 years) mathematical skills
The stages of development of mathematical skills in children from 3 to 8 years
How to help children develop their understanding and use of mathematics
The role of the adult in supporting children's understanding and development
Unit 16 Developing children's (3-8 years) communication, language and literacy skills
The stages at development of children's communication, language and literacy aged tram 3 to 8 years
How to help children develop their communication, language and literacy skills
The role of the adult in supporting communication, language and literacy
Unit 18 Working with babies from birth to 12 months
The progress of development from birth to 12 months
The role of the professional in promoting development
The roles and responsibilities of professionals working with babies
Appendix
Glossary
Index


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