Cyp_Diploma

Children and Young People’s Core Unit CYP M3.2: Promote Child and Young Person Development |Title |Unit 3.2: Promote child and young person development | |Level |3 | |Credit value |3 | | | | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | | | | |1. Be able to assess the development needs of |Explain the factors that need to be taken into account when assessing development | |children or young people and prepare a | | |development plan |Assess a child or young person’s development in the following areas | | | | | |Physical | | |Communication | | |Intellectual/ cognitive | | |Social, emotional and behavioural | | |Moral | | | | | |1.3. Explain the selection of the assessment methods used | | | | | |1.4 Develop a plan to meet the development needs of a child or young person in the work | | |setting | | | | |2. Be able to promote the development of children|2.1. Implement the development plan for a child or young person according to own role and | |or young people. |responsibilities, taking into account that development is holistic and interconnected | | | | | |2.2. Evaluate and revise the development plan in the light of implementation | | | | | | | | |2.3.Explain the importance of a person centred and | | |inclusive approach and give examples of how this | | |is implemented in own work. | | | | | |2.4. Listen to children or young people and communicate in a way that encourages them to | | |feel valued | | |2.5. Encourage children or young people to actively participate in decisions affecting | | |their lives and the services they receive according to their age and abilities | | | | |3. Be able to support the provision of |3.1. Explain the features of an environment or | |environments and services that promote the |service that promotes the development of children | |development of children or young people. |and young people | | | | | |3.2 Demonstrate how own work environment or service is organised to promote the | | |development of children or young people. | | | | |4. Understand how working practices can impact on|4.1. Explain how own working practice can affect children and young people’s development | |the development of children and young people. | | | |4.2. Explain how institutions, agencies and services can affect children and young | | |people’s development | | | | |5. Be able to support children and young people’s|5.1 Demonstrate how they work with children and young people to encourage positive | |positive behaviour |behaviour | | | | | |5.2. Evaluate different approaches to supporting positive behaviour | | | | |6. Be able to support children and young people |Explain how to support children and young people experiencing different types of | |experiencing transitions |transitions | | | | | |Demonstrate provision of structured opportunities for children or young people to explore | | |the effects of transitions on their lives | | | |Additional information about this unit | | |This unit provides a sound basis of knowledge, understanding and the competence required | |Unit purpose and aim(s) |to promote children and young people’s development and positive behaviour. It also | | |includes how to support children and young people going through transitions in their | | |lives. | | | | | | | |Unit expiry date | | | |CCLD NOS Unit 303: Promote children’s development | |Details of the relationship between the unit and |LDSS 10 Support the child or young person’s successful transfer and transition in learning| |relevant national occupational standards or other|and development contexts | |professional standards or curricula (if |HSC36
Contribute to the assessment of children and young peoples' needs and the | |appropriate) |development of care plans | | |CWDC Training, Support and Development Standards for Foster Care, Standard 5: Understand | | |the development of children and young people | | |UK Codes of Practice for Social Care Workers | |Guidance for developing assessment arrangements | | |for the unit (if appropriate) | | | |Units need to be assessed in line with the Skills for Development QCF Assessment | |Assessment requirements or guidance specified by |Principles | |a sector or regulatory body (if appropriate) | | | |LOs 1, 2, 3, 5 and 6 must be assessed in a real work environment. | | | | | |Some reflection on practice should be included in the assessment | | | | |Endorsement of the unit by a sector or other | | |appropriate body | | | |01 Health, Public Services and Care | |Location of the unit within the subject/sector |01.5  Child Development and Well Being | |classification system | | | | | |Name of the organisation submitting the unit | | | | | |Availability for use |Shared | | | | |Unit available from | | | |25 | |Unit guided learning hours | | |Additional guidance | | | |1.1. Factors that need to be taken into account when assessing development e.g. | | | |Confidentiality and when, for the safety of the child or young person confidentiality must be breached. | |Children’s wishes and feelings | |Ethnic, linguistic and cultural background | |Disability or specific requirements (Additional needs) | |Reliability of information | |Avoiding bias | | | |1.3. Plan | |Encouraging child or young person to take responsibility for own development should feature in plan | | | | | |1.4.Methods of assessing development needs e.g: | | | |Assessment Framework/s | |Observations | |Standard measurements | |Information from parent, carers, children and young people, other professionals and colleagues | | | |2.1 Development Plan | | | |A development plan can be drawn from a lead practitioner (e.g. a teacher’s) overarching plan. | | | |3.1. Features of an environment or service e.g. | | | |Stimulating and attractive | |Well planned and organised | |Personalised and inclusive | |Encouraging and practising participation | |High quality policies in place and followed | |Regulatory requirements met | |Varied | |Meeting individual and group needs | |Providing appropriate risk and challenge | |Involving parents and carers where appropriate to setting or service | | | | | |3.2. How own work environment or service is organised e.g. | | | |Taking into account personal and external factors | |Providing specific activities such as play, learning, home visiting | |Providing services | |Measuring outcomes | |Communicating effectively and showing appropriate empathy and understanding | |Supporting participation | |Involving parents and carers where appropriate to setting or service | |Supporting children and young people’s rights | | | |5.2. Positive behaviour support e.g. | | | |Least restrictive principle | |Reinforcing positive behaviour | |Modelling/ positive culture | |Looking for reasons for inappropriate behaviour and adapting responses | |Individual behaviour planning | |Phased stages | |Planning interventions to reduce inappropriate behaviour | |Deescalate and diversion | |Containment | |Following management plans | |Boundary setting and negotiation | |Supporting children and young people’s reflection on and management of own behaviour | |Anti bullying strategies | |Time out (following up to date guidance) | |Use of physical intervention (following up to date guidance) | | | | | |6.1 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 |