Understand Child and Young Person Development

Unit ID:
CCY359
Unit Code:
PT23CY128
Level:
Three
Credit Value:
4
Sector:
1.3
LDCS:
PT21
GLH:
30
Last registration date:
28/02/2026
Lower age restriction:
16
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Purpose and Aim

This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people's development.

Learning Outcomes

The learner will

Assessment Criteria

The learner can
1. Understand the expected pattern of development for children and young people from birth-19 years.
1.1Explain the sequence and rate of each aspect of development from birth–19 years.
1.2Explain the difference between sequence of development and rate of development and why the difference is important.
2. Understand the factors that influence children and young people’s development and how these affect practice.
2.1Explain how children and young people’s development is influenced by a range of personal factors
2.2Explain how children and young people’s development is influenced by a range of external factors
2.3Explain how theories of development and frameworks to support development influence current practice.
3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
3.1Explain how to monitor children and young people’s development using different methods.
3.2Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3Explain how disability may affect development.
3.4Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people.
4.1Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2Explain how multi agency teams work together to support speech, language and communication.
4.3Explain how play and activities are used to support the development of speech, language and communication.
5. Understand the potential effects of transitions on children and young people’s development.
5.1Explain how different types of transitions can affect children and young people’s development
5.2Evaluate the effect on children and young people of having positive relationships during periods of transition.

Assessment Methods:

There are no prescribed assessment methods for this unit. Assessments used should be fit for purpose for the unit and learners, and generate evidence of achievement for all the assessment criteria.

Assessment Information:

AC1.1 Developmental aspects including:

  • physical
  • communication
  • intellectual / cognitive
  • social, emotional and behavioural
  • moral.
AC2.1 Personal factors including:
  • health status
  • disability
  • sensory impairment
  • learning difficulties
AC2.2 External factors including:
  • poverty and deprivation
  • family environment and background
  • personal choices
  • looked after/ care status
  • education.
AC2.3 Theories of development including:
  • Cognitive (e.g. Piaget)
  • Psychoanalytic (e.g. Freud)
  • Humanist (e.g. Maslow)
  • Social Learning (e.g. Bandura)
  • Operant conditioning (e.g. Skinner)
  • Behaviourist (e.g. Watson)
CYPM3.1 Development WBA Ref L/601/16934 of 5

Frameworks to support development including
  • Social pedagogy
AC3.1 Methods of assessing development needs e.g.:
  • Assessment Framework/s
  • Observation
  • Standard measurements
  • Information from carers and colleagues.
AC3.2 Reasons why development is not following expected pattern e.g.:
  • disability
  • emotional
  • physical
  • environmental
  • cultural
  • social
  • learning needs
  • communication.
AC3.3 Different types of interventions e.g.:
  • social worker
  • speech and language therapist
  • psychologist
  • psychiatrist
  • youth justice
  • physiotherapist
  • nurse specialist
  • additional learning support
  • assistive technology
  • health visitor.
AC3.6 Models of and attitudes to disability e.g.
  • social model
  • medical model
  • cultural differences
  • stereotyping
  • low expectations
  • benefits of positive attitudes to disability.
AC5.1 Types of transitions including:
  • emotional, affected by personal experience e.g. bereavement, entering/ leaving care
  • physical e.g. moving to a new educational establishment, a new home/locality, from one activity to another
  • physiological e.g. puberty, long term medical conditions
  • intellectual e.g. moving from preschool to primary to post primary.

If not specifically stated in the assessment information, a plural statement in any assessment criterion means a minimum of two.

Other Mappings:

Mapping to National Occupational Standards (NOS) and the Knowledge and Skills Framework (KSF) for the NHS

SCDHSC0036,CCLD 303, CWDC 5

Assessor Requirements:

Units need to be assessed in line with the Skills for Development QCF Assessment Principles