Written task overview
The outcomes for this unit ask you to demonstrate your knowledge and understanding of children and young people’s development birth to 19 years. This written task has been designed to ensure that by completing all the tasks you will meet the Learning Outcomes and assessment criteria for unit 022 Child and Young Person Development.
Written task coverage
Learning outcomes covered
Know the main stages of children and young person development and give examples of their possible impact on other areas of development A (2)
1. Explain what is the difference between ‘sequence’ of development and ‘rate’ of development 2. Why is the difference important?
1: Complete the following, identifying the different personal and external factors that influence children and young people’s development. (022: 2.1, 2.2) (022: 3.2a,d, g, 3.3) (030: 1.1a, b, c, d, e, g, h) Personal Factors including (Health status, disability, sensory impairment, Learning difficulties)
External factors including (Poverty and deprivation, Family environment/background, Personal choices, Looked after/care status, Education) B (2)
1: Complete the following table showing knowledge and understanding of differing theories of development. Identify how these theories have influenced practice. Including (Cognitive, Psycho-analytical, Humanist, Social learning, Operant conditioning, Behaviourist and Social Pedagogy C
1: Explain how you use the following assessment methods (a: Assessment frameworks b: Observation, c: Standard measurements, d: Information from parents / carers) that could be used to monitor a child and young person’s development. (3.1) 2: Explain why sometimes a child/young person’s development doesn’t follow the expected pattern 3: Explain how disability can impact and effect development. 4: Give 3 examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. D
1: Why is early identification of speech, language or communication delay important for a child/young person’s well-being? 2: What are the potential risks for the child/young person’s well being if any speech, language or communication delay is not identified early? 3: Analyse the importance of early identification of the potential; risks of late recognition to speech, language and communication delays and disorders. 4: Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? 5: How, when and why would a multi-agency approach be applied? 6: Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child’s and young person’s speech, language and communication. E
Complete the table, giving one example show how the different types of transitions (emotional, physical, physiological and intellectual development) can affect children and young people’s development. Evaluate how having positive relationships during this period of transition would be of benefit giving one example.
(Task A1 - Table 1: Physical Development (1.1)
(Ref to other units: )
Description of the stage
0 -3 months
New babies physical development is all about reflex’s. Grasp reflex, startle reflex, walking & standing reflex, rooting reflex and swallowing and sucking reflex. Babies will also start to look less curled up. 3 -6 months
Babies can hold their own head. They can now lift their head and turn their head. 6 – 9 months
Babies are now getting stronger they can roll over from their backs to their fronts and they can sit up with support. they can turn their heads to see what is happening. 9 – 12 months...
Please join StudyMode to read the full document