Unit CYP Core 3.1

Understand Child and young person development

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.

Outcome one

Understand the expected pattern of development for children and young people

from birth - 19 years.

1.1. Explain the sequence and rate of each aspect of development from birth – 19 years.

• physical development• communication• Intellectual, cognative• social, emotional, moral and behavioural

In groups, produce a display to include a timeline that will: - describe the expected pattern of children and young people's development from birth to 19 years, to include:- physical development- communication and intellectual development- social, emotional and behavioural development

1.2. Explain the difference between sequence of development and rate of development and why the

difference is important.

Written format, explain with examples the difference between the sequence of development and the rate of development and why the difference is important.

Outcome two

Understand the kinds of influences that affect children and young people’s development.

2.1. Explain how children and young people’s development is influenced by a range of personal factors.

What influences can affect C&YP’s development?

Health – Illness, disease, disability………..

Learning needs

2.2. Explain how children and young people’s development is influenced by a range of external factors.

Background – poor, wealthy, mixed race families, single sex families, 2.4 children mixed sex same race …………

Environment – moved house, clean, dirty, cared for…….

2.3. Explain how theories of development and frameworks to support development influence current

practice.Burrhus Frederic Skinner (1904–1990)Albert Bandura (1925–)Lev Vygotsky (1896–1934) Jean Piaget (1896–1980)Jerome Bruner (1915–) Abraham Maslow (1908–1970)John Watson (1878–1958)

Sigmund Freud (1856–1939)

LETS HAVE A LOOK AT THE CHILD DEVELOPMENT THEORIES

Theories of development

This area of science is called developmental psychology and covers:

• cognitive (thought processes)• language development• emotional development.

Burrhus Frederic Skinner (1904–1990)

• Operant conditioning• Learning is influenced by reward

and punishment• Behaviour is affected by positive

reinforcement• An existing behaviour can be

modified by rewarding small steps towards the desired behaviour

Albert Bandura (1925–)

• Social learning theory• Children copy others• Children are more likely to copy adults they like• How we respond to the child will affect their

behaviour• A child both affects and is affected by their

environment

Jean Piaget (1896–1980)

• Children pass through 4 stages of cognitive development:

Sensory motorPre-operationalConcrete operationalFormal operational

• Children are actively involved in their learning

• Children develop schemas (theories) based upon their experiences

Lev Vygotsky (1896–1934)

• Social development theory• Children learn through social

interaction (they are born to be sociable)

• Children use language to develop thought

• Introduced “zone of proximal development”

Jerome Bruner (1915–)

• Developed Vygotsky’s “zone of proximal development”

• The adult can provide support (“scaffolding”) for a child’s learning

• Scaffolding can be withdrawn when a child gains the ability to do things for themselves

Sigmund Freud (1856–1939)

• Psychoanalytic theory of personality• Personality has 3 parts:

Id (dealing with reality)

Ego (dealing with wants and needs)

Superego (dealing with ideals and morals)

• Not all parts are present at birth• Theories derived from observations and case

studies

Abraham Maslow (1908–1970)

• Humanist• Hierarchy of needs (often as a pyramid)

Physiological

Safety and security

Love and belonging

Esteem

Self-actualisation

• “Lower level” needs must be met before other needs can be addressed

John Watson (1878–1958)

• Behaviourist• All behaviour can be taught• Behaviour modification techniques still

widely used as a therapy• Theory drawn from experimental study of

the link between an environmental event and human behaviour

Activity

“What a child can do in co-operation today she can do alone tomorrow. Therefore, the only good kind of instruction is that which marches ahead of development and leads it.”

Lev Vygotsky

Think about the meaning of this quotation and how it might influence your practice.

Outcome three

Understand how to monitor children and young people’s development and interventions that should take place if this is not following the

expected pattern.

3.1. Explain how to monitor children and young people’s development using different methods.

Do you already monitor the children you work with? If so, how?

What methods do you use?

3.2. Explain the reasons why children and young people’s development may not follow the

expected pattern.

What factors need to be considered? See 2.1 and 2.2

3.3. Explain how disability may affect development.

There are many ways in which a disability can affect development. Can you take time to think of some you may know of and how this affects development?

3.4. Explain how different types of interventions can promote positive outcomes for children and young people where

development is not following the expected pattern.

What interventions have you had experience of?

Are you involved in any at school?What other intervention programmes can you think of?

Outcome Four

Understand the importance of early intervention to support the speech, language and

communication needs of children and young people

4.1. Analyse the importance of early identification of speech, language and communication delays and

disorders and the potential risks of late recognition.

Why is it important to be able to speak, understand language and communicate?

4.2. Explain how multi-agency teams work together to support speech, language and

communication.

In groups/pairs, what teams are you aware of that support speech, language and communication ?

Do any work together?

4.3. Explain how play and activities are used to support the development of speech, language

and communication.

What have you seen this is used to support the development?

Outcome Five

Understand the potential effects of transitions on children and young people’s development.

5.1. Explain how different types of transitions can affect children and young people’s development.

How may those transitions and others that you may later think of affect the behaviour and development of children?

Discuss in groups and feedback

5.2. Evaluate the effect on children and young people of having positive relationships during periods of

transition.

When you have a positive relationship how do you feel?

What may happen if there isn't a positive relationship?