Understand Children and Young Peoples Development in Residential Childcare

Activity Brief

CYP

Number

1

Task Type:

Assignment with questions and Answers

Level:

5

Pathway:

CYP

Date Reviewed:

28/03/2021

Task Name:

Unit 1: Understand Children and Young Peoples Development in Residential Childcare

Description of Task:

Assignment with questions and answers to demonstrate your knowledge and understanding.

Scope of Task

The following areas are to be covered / discussed / referred to in your answers:

Child Development.

Development sequence and rate.

Theories of development.

Impact of transition on development.

Assessment.

Values:

Equality and Diversity

Core Skills:

Communication.

Task Questions

Answer the following questions giving examples from your practice to enhance your answers.

Please read the guide at the bottom of the brief to support you.

There is a list of books and useful websites at the end of the brief.

Please also refer to the unit amplification on the standards sent to you when joining the course.

This activity brief covers knowledge only.

Part 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.

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

3) Analyse the impact of adolescent development on a young persons thoughts, feelings and behaviours.

4) Analyse how children and young peoples development is influenced by personal factors.

5) Analyse how children and young peoples development is influenced by external factors.

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

Part 2:

7) 3.1 Analyse how and why children and young peoples development can follow non-linear paths at times of transition.

8) Analyse support to minimise disruption to development during periods of transition.

Part 3:

9) Compare methods of assessing, recording and monitoring children and young peoples development.

10) Explain in what circumstances each method would be used.

11) Explain how children and young peoples own account of their development contributes to the assessment process.

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

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

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

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

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

Activity Resource and activity guide.

Use the links below to help you with the questions identified.

1) See below a chart to help with child development (next page).

https://prezi.com/639gx_k6k_0d/the-difference-between-rate-and-sequence-of-development-and/

2) The link above to help with the difference between sequence and rate.

https://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201007/adolescence-and-emotion

3) The link above to help with question 3.

4) And 5 should be answered from workplace experience.

https://www.verywell.com/child-development-theories-2795068

6) The link above is to help with theories of development.

http://www.youngminds.org.uk/training_services/training_and_consultancy/for_schools/wellbeing/transitions

7) And 8 the link above will help with questions 7 and 8.

All other questions should be answered from workplace practice and experience. With some reflection being used. You can support this with research reference but must acknowledge them if you do.

Additional resources:

Books Brown, S Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul (J P Tarcher/Penguin Putnam; reprint edition 2010) ISBN 9781583333785

Else, P The Value of Play (Continuum International Publishing Group Ltd, 2009) ISBN 9780826495655

Lindon, J Understanding Child Development (Hodder Education, 2012) ISBN 9781444167184

Meggitt, C Child Development, an Illustrated Guide 3rd edition with DVD (Pearson Education 2012) ISBN 9780435078805

Minett, P Child Care and Development (Hodder Arnold, 2005) ISBN 9780340889152 Trodd, L Transitions in the Early Years: Working with Children and Families (Sage, 2012) ISBN 9781446249789.

Websites:

4 Children work with children, young people and their families to ensure access to locally based, joined up support from birth to 19 www.4children.org.uk

Barnardos works to transform the lives of vulnerable children and young people www.barnardos.org.uk

Children's Play Information Service www.playengland.org.uk

Department for Education www.gov.uk/government/organisations/departmentfor-education Early Education believes every child deserves the best possible start in life and support to fulfil their potential. A childs experience in the early years has a major impact on their future life chances www.early-education.org.uk

KIDS provides opportunities and support to disabled children, young people and their families www.kids.org.uk NSPCCs

Vision is to end cruelty to children in the UK www.nspcc.org.uk

The National Childrens Bureau works closely with national and local government to improve public policy and government legislation affecting children and young people www.ncb.org.uk

Evidence Sheet

Learner Name

Evidence Reference

Activity (X)

RA

QA

X

PD

AS

WS

Learner

Signature

Date

Evidence Continuation Sheet

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom. Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant. Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below. For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf.

Some websites, for example; Neils Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

1. Always show when you have used a quote by placing it in speech marks: ...................

2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks. It is also common to italicise the longer quote.
This brief quote can be used mid-paragraph (Cox, 2010) without any problem
but longer ones should be given a line of their own as well as being shown in speech marks (Cox, 2010).

3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).

4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will. You can copy the meaning of someone elses work without copying their words by rewriting their work as your own. Paraphrasing is a good way to demonstrate understanding and have the content marked, but remember that the paragraph must include the authors details.
In 2010, Miss D Cox stated that.... or their name and date, i.e. (Cox, 2010).

5. The reference list at the end of your activity must be in alphabetical order. This makes it easy to find a particular reference from the text.

In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80s and early 90s, despite the evidence to the contrary including the deaths and diagnoses of haemophiliacs and drug users with AIDS the papers still branded it as the gay plague and, in the Suns case, the gay bug. (avert.org 2009)

avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) AIDS and the British Press, in J. Eldridge (ed.) Getting the Message: News Truth an....

Examples of the main types of references

- Websites (the website address should be underlined).

- Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow [Accessed 10 April 2010].

- Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

- Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table

Unit

Assessment Criteria

1

1 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3.