Longley Park Sixth Form College Student Special

Dedicated to the wonderful students studying for the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in childcare and Education UNIT 3 - Supporting Children: in September 2008

Here are some suggestions for those of you working on the CACHE Level 3 Award, Level 3 Certificate or Diploma in Childcare and Education Unit 3,on Supporting Children. 

Unit 3 looks complicated unit, but don't be fooled by scary words like 'legislation'  (all that really means is legal stuff, and legal stuff affects us all every day, without us even realising).  

When you get to the end of the unit you will be able to ‘Describe the main legislation which relate to working with children’.

Then, when you go for that important job interview you won’t get stuck on the question “Tell us about legislation currently affecting work with children.”

One of the best way to tackle the unit is a piece at a time so here we go. 

1.1 asks you to ‘Describe the main legislation (legal stuff) which relate to working with children’. So, here are the areas you need to be looking at:

• Diversity
• Equal opportunities/equality of access
• Child protection
• Children's rights
• Inclusion
• Special needs
• Health and Safety

1.2  Now, to successfully complete 1.2. you will need to be able to ‘Discuss the ways that different pieces of legislation determine and influence working practices.’

So, you’ll need to know which bits of the legal stuff go with each of the points above.

Try this

‘Google’ CHILDREN’S RIGHTS. Click a few things to see which ones looked most relevant.

• For example United Nations Convention on the Rights of the Child, Browse around and you'll find THE CONVENTION OF THE RIGHTS OF THE CHILD (1989). 

• Go on, have a go http://www2.ohchr.org/english/law/crc.htm

• To find out where the idea of Children’s Rights came from go to http://www.unicef.org/crc/index_framework.html.  

• If you need to go into it further you can look at the Human Rights Act
• http://www.dca.gov.uk/peoples-rights/human-rights/pdf/act-studyguide.pdf

Next think about what all of this has to do with YOU and your work with children. Well, to save you the time and trouble I'll tell you. 

Every one else who works with children has to make sure that all children develop to their full potential, are free from hunger and want, neglect and abuse. 

Now discuss all of this with your peers and tutors over a well earned break.

Well done!

Now that you've got started remember to get it all written down in your own words.

If you think in pictures you can start making diagrams, or flow charts, to show how what you have just learned links in to the other areas listed at the beginning of this Student Special article.

Come back to me when you get your distinctions and I'll be happy to put your thoughts on www.proceedc.com to help other people with Unit 3 – Supporting Children.

Margaret

P.S. Say "Hi!" to Ann Robinson if you see her :)

Click to contact

 email ProCEEd@proceedc.com           

or claim your free initial telephone consultation

                               01623 870555

Ready to blog?

www.proceedc.blogspot.com

Research Projects

Level 3 Students' understanding of 'legislation and its affects on their work with young children.

Early years and childcare job interview experiences.

Students's thoughts on childrens' rights.

_______

Above are suggestions for fascinating and informative pieces of research and evaluation that have the potential to raise the profile of your childcare business or organisation

Read more ...

Click to contact

email ProCEEd@proceedc.com   or claim your free initial telephone consultation

01623 870555     

The Convention on the Rights of the Child

Aims: To give every child the right to a basic quality of life.

“The Convention on the Rights of the Child sets out the rights that must be realised for children to develop their full potential, free from hunger and want, neglect and abuse. It reflects a new vision of the child. Children are neither the property of their parents nor are they helpless objects of charity. They are human beings and are the subject of their own rights. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. By recognising children's rights in this way, the Convention firmly sets the focus on the whole child.”

“Human rights are those rights which are essential to live as human beings – basic standards without which people cannot survive and develop in dignity. They are inherent to the human person, inalienable and universal.”

“Human rights apply to all age groups; children have the same general human rights as adults. But children are particularly vulnerable and so they also have particular rights that recognize their special need for protection.”