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Assignment Briefs 10-18-2024

1.1. Explain the sequence and rate of all aspects of development that would usually be expected in children and young people from birth to 19 years

RCC 5.1 Understand children and young people’s development in residential childcare

Unit reference

M/506/7650

Unit level

5

Credit value

3

Guided Learning (hours)

25

Unit aim

This unit provides the underpinning knowledge required to understand the development of children and young people in residential childcare.

 

Learner name:

Centre no:

PIN:

ULN:

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record e.g. page number & method

Assessor judgement achieved

Initial and date

1. Understand the pattern of development that would usually be expected for children and young people from birth to19 years.

1.1. Explain the sequence and rate of all aspects of development that would usually be expected in children and young people from birth to 19 years.

 

 

1.2. Analyse the difference between sequence of development and rate of development and the importance of this distinction.

 

 

1.3. Analyse the impact of adolescent development on a young person’s thoughts, feelings and behaviours.

 

 

2. Understand the factors that impact on children and young people’s development.

2.1. Analyse how children and young people’s development is influenced by personal factors.

 

 

2.2. Analyse how children and young people’s development is influenced by external factors.

 

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

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

 

 

3. Understand how to support children and young people’s development during transitions.

3.1. Analyse how and why children and young people’s development can follow non- linear paths at times of transition.

 

 

3.2. Analyse support to minimise disruption to development during periods of transition.

 

 

4. Understand how assessing, monitoring and recording the development of children and young people informs the use of interventions.

4.1. Compare methods of assessing, recording and monitoring children and young people’s development.

 

 

4.2. Explain in what circumstances each method would be used.

 

 

4.3. Explain how children and young people’s own account of their development contributes to the assessment process.

 

 

4.4. Explain how information from assessment and monitoring is used to select appropriate interventions.

 

 

4.5. Explain the importance of accurate documentation in assessing, monitoring and recording the development of children and young people.

 

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

5. Understand the use of interventions to support the development of children and young people.

5.1. Explain the importance of early identification of development issues and the potential risks of late recognition.

 

 

5.2. Analyse how types of interventions can achieve positive outcomes for children and young people where development is not following the pattern expected.

 

 

5.3. Evaluate the role of multi- agency teams working together to address development issues in children and young people.

 

 

 

 

External factors including:

  • poverty and deprivation
  • history of abuse and neglect
  • family environment and background
  • behaviour of mother during pregnancy
  • personal choices
  • looked after / care status
  • education.

Theories of development including:

  • Cognitive
  • Psychoanalytic
  • Humanist
  • Social Learning
  • Operant conditioning
  • Behaviourist
  • Attachment
  • Transition sociology.

Frameworks to support development including:

  • social pedagogy.

Times of transition 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, between a range of care givers on a regular basis
  • physiological e.g. puberty, long-term medical conditions
  • intellectual e.g. moving from pre-school to primary to post primary.

Methods of assessing, e.g.:

  • assessment framework/s
  • observation
  • standard measurements

information from parent, carers, children and young people, other professionals and colleagues.

Types of interventions, e.g. those offered through:

  • social worker
  • speech and language therapist
  • psychologist
  • psychiatrist
  • youth justice
  • physiotherapist
  • nurse specialist
  • additional learning support
  • assistive technology
  • health visitors
  • counsellor / therapist
  • foster carers
  • residential care workers.

Sample Answer - Plagiarised

1.1 Explain the sequence and rate of all aspects of development that would usually be expected in children and young people from birth to 19 years.

Children and young people’s development typically follows a sequential pattern across physical, emotional, social, cognitive, and language domains. This development begins from infancy, where reflexive actions dominate, and proceeds through stages of gross and fine motor skills, language acquisition, emotional regulation, and social interaction. From birth to early childhood, children develop basic motor functions, speech, and emotional bonding. By adolescence (13-19 years), there is significant physical maturation, including puberty, advanced cognitive reasoning, and more complex social interactions. Development is individualised; hence, the pace and order in which these skills are acquired can vary greatly.

1.2 Analyse the difference between sequence of development and rate of development and the importance of this distinction.

The sequence of development refers to the typical order in which children acquire skills and abilities, while the rate of development refers to how quickly or slowly they progress through these stages. For example, a child might learn to walk before they talk, as part of a normal developmental sequence, but some children might walk at 9 months while others may not until 18 months. It’s crucial to differentiate between these two aspects, as a delay in rate does not necessarily indicate a developmental issue if the sequence remains intact. Recognising this distinction helps practitioners in residential childcare understand and respond appropriately to individual needs.

Continued...

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