Contribute to the Support of Child and Young Person Development

Unit ID:
CCY384
Unit Code:
PT22CY070
Level:
Two
Credit Value:
3
Sector:
1.3
LDCS:
PT21
GLH:
Last registration date:
31/08/2019
Lower age restriction:
16
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Purpose and Aim

The aim of this unit is for the learner to apply their knowledge and understanding in order to support child and young person development. The unit also includes support to children and young people experiencing transitions and positive behaviour support

Learning Outcomes

The learner will

Assessment Criteria

The learner can
1. Be able to contribute to assessments of the development needs of children and young people
1.1Observe and record aspects of the development of a child or young person
1.2Identify different observation methods and know why they are used
1.3Support assessments of the development
1.4needs of a child or young person
1.5Suggest ways the identified development needs of a child or young person can be met in the work setting
2. Be able to support the development of children and young people
2.1Carry out activities with a child or young person to support their holistic development
2.2Record observations of the child or young persons’ participation in the activities
2.3Contribute to the evaluation of the activities meeting the child or young persons identified development needs
3. Know how to support children and young people experiencing transitions
3.1Describe the different transitions children and young people may experience
3.2Explain how to give adult support for each of these transitions
4. Be able to support children and young people’s positive behaviour
4.1Demonstrate how children and young people are encouraged to engage in positive behaviour
4.2Reflect on own role in promoting positive behaviour in children or young people
5. Be able to use reflective practice to improve own contribution to child and young person development
5.1Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person
5.2Review effectiveness of own role in supporting the child or young person’s development
5.3Identify changes that can be made to own practice in supporting child and young person development

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:

There is no specific assessment information to be used with this unit.

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.

NOS ref: CCLD 203

Assessor Requirements:

This unit must be assessed in accordance with Skills for Care and Development QCF Assessment Principles.
LO 1, 2 & 4 assessed in real work environment.

Additional information:
Please note that for assessment of practice the term ‘children’ or ‘young people’ can be interpreted as one child or young person or more than one.

Observe and record aspects of development eg:
• Physical
• Communication
• cognitive
• Social, emotional and behavioural

Different observation methods e.g.
• Running records
• Diary
• Anecdotal
• Time sampling
• Event recording
• Checklist
• Narrative
• Group, solo and 1-2-1 interaction
• Observation with or without adults

Support assessments e.g.
• Take into account the work setting’s Assessment Framework/s
• Confidentiality
• Avoiding bias
• Children’s wishes, views and feelings
• Information from parent, carers, children and young people, other professionals and colleagues

Ways the identified development needs of a child or young person can be met in the work setting.
• Meet individual needs ( personalised)
• Reflect children’s’ interests and views
• Through play for children in early years
• Provide challenge
• Flexible plans

Different types of transitions e.g:
• 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 pre school to primary to post primary
• Smaller daily transitions
• Between carers

How the work setting encourages children and young people’s positive behaviour eg:
• Developing positive relationships
• Listening to children and valuing their opinions
• Providing a stimulating and challenging environment
• Well planned experiences
• Giving children choices
• Meet individual needs
• Inclusive practice
• Adult role model
• Clear boundaries
• Positive behaviour reinforced (praise/rewards)
• Encouraging children to resolve conflict
• Looking for reasons for inappropriate behaviour (through observations)
• Following behaviour policy
• Following plans for individual behaviour