Ofqual Logo DfES Logo CCEA Logo
The Register of Regulated Qualifications

View Unit : Understanding the learning and development of children and young people

Unit
Unit Reference Number
D/601/3285
Qualification Framework
QCF
Title
Understanding the learning and development of children and young people
Unit Level
Level 3
Unit Sub Level
None
Guided Learning Hours
60
Unit Credit Value
9
Date of Withdrawal
SSAs
1.5 Child Development and Well-Being
Unit Grading Structure
Pass
Assessment Guidance

Additional guidance

1.1 Learning and Development: including:

• Physical

• Communication

• Cognitive/ intellectual

• Personal, Social and emotional

• Behaviour

1.4 & 2.3 Theoretical perspectives e.g:

• Cognitive (e.g. Piaget, social constructivism)

• Brain development theory

• Psychoanalytic (e.g. Freud)

• Humanist (e.g. Maslow)

• Social Learning (e.g. Bandura)

• Classical conditioning (e.g. Skinner)

• Behaviourist (e.g. Watson)

2.1 Key factors e.g:

• Family

• Environment

• Education

• Housing

• Health status

• Deprivation

• Poverty

• Diet and nutrition

• Discrimination

• Personal choice

3.1 Different sources including:

• Parents and carers

• Child or young person

• Colleagues

• Other agencies and professionals

3.2 Different methods of assessing learning and development e.g:

• On going monitoring

• Common Assessment Framework/s

• Observations

• Standard measurements of development e.g. checklists, growth charts, health checks, percentile charts

• Assessment of learning e.g. early learning goals, SATs

3.4 Reasons (why learning and development is not following expected pattern) including:

• Emotional

• Physical

• Environmental

• Cultural

• Social

• Behavioural?

• Learning needs

4.1 Services e.g:

• Primary care

• Hospitals

• Schools

• Learning mentors

• Family support

• Speech and language

• Early years

• Third sector organisations

• After school provision

4.3 Interventions e.g:

• Social worker

• Speech and language therapist

• Psychologist

• Psychiatrist

• Youth justice

• Physiotherapist

• Nurse specialist

• Additional learning support

• Assistive technology

5.1 Key Features of a positive environment or service as appropriate e.g:

• Stimulating

• Well planned and organised

• High quality policies in place and followed

• Using resources effectively

• Managing risk and challenge appropriately

• Accepting and enabling emotional and social environment

• Effective recording and referral systems

• Meeting individual and group needs

• Varied and attractive

5.2 One age group:

• Birth to five years

• 6 to11 years

• 12 to18 years

5.2 Different types of activity – examples are:

• Physical including games and sport

• Creative

• Social

• Exploration and discovery

• Hobbies

• A variety of play provision

6.2. Different approaches taken by practitioners when dealing with difficult or challenging behaviour e.g:

• Time out

• Self management

• Up to date guidance on the use of restraint and the protections required for the practitioner and child/young person

• Reinforcing positive behaviour

• Behaviour contracts

7.3. Key influences underpinning positive relationships including:

• Interpersonal skills

- Use of non-verbal communication

- The relationship between verbal and non-Verbal communication

- Active listening

- Open questioning

- Checking understanding

- Empathy

- Summarising

- Challenging

• Appropriate environmental setting

• The importance of building and maintaining relationships with others

• Peer pressure

• Group dynamics

• Social and cultural influences

Learning Outcomes and Assessment Criteria
Learning Outcome - The learner will:Assessment Criterion - The learner can:
1

Understand the expected pattern of learning and development for children and young people from birth to 18 years

1.1

Explain the expected pattern (sequence and rate) of children and young people’s learning and development from:

• Birth to five years

• 6 to11 years

• 12 to18 years

1.2

Explain the difference between sequence of development and rate of development

1.3

Analyse the difference between learning and development and how these are interdependent

1.4

Compare the approaches taken to learning and development by 2 of the major theoretical perspectives

2

Understand the factors that influence children and young people’s learning and development

2.1

Explain how children and young people’s learning and development is holistic and is influenced by a range of key factors

2.2

Analyse how the behaviour of adults can affect children and young people’s learning and development

2.3

Explain using examples, how theoretical perspectives influence current family and professional approaches to promoting learning and development

3

Understand how and why children and young people’s learning or development may differ from expected patterns and how this is assessed and measured

3.1

Explain why it is important to measure, monitor and assess learning and development using information from different sources

3.2

Describe the different methods used to measure, monitor and assess learning and development

3.3

Compare different types of pro forma for recording observations of children and young people and how these are commonly used

3.4

Explain the reasons why children and young people’s learning or development may not follow the expected pattern

4

Understand the services and interventions available if children and young people’s learning or development is not following the expected pattern

4.1

Identify services involved in providing support for children and young people’s learning and development

4.2

Explain how and in what circumstances referrals are made to different services

4.3

Evaluate different types of interventions for children or young people needing additional support

4.4

Explain the importance of information sharing and multi agency support in promoting positive learning or development outcomes for children and young people

5

Understand the services and activities which support and promote children and young people’s learning and development

5.1

Explain the key features of an environment or service that promotes the positive development of children and young people and encourages learning

5.2

Compare different types of activity to support the learning and development of one age group of children or young people

6

Understand the range of difficult and challenging behaviour that children and young people can display and how to address it

6.1

Explain the possible reasons why children and young people may display difficult and challenging behaviour

6.2

Evaluate different approaches taken by practitioners when dealing with difficult or challenging behaviour

7

Understand how to develop and maintain positive relationships with children, young people, parents, carers and colleagues

7.1

. Explain the key principles of developing and maintaining positive relationships

7.2

Explain the reasons for appropriate confidentiality when information sharing with colleagues and other agencies and when confidentiality is not appropriate

7.3

Analyse the key influences underpinning positive relationships with children, young people, parents, carers and colleagues

Equivalent Units
There are no equivalences to display.
2.4.6.0L