CYP Core 3.1: Understand child and young person development

1. Unit CYP Core 3.1
Understand Child and young person
development

2. 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.

3. Outcome one
Understand the expected pattern of
development for children and young people
from birth - 19 years.

4. 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

5. 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.

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

7. 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

8. 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…….

9. 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)

10. LETS HAVE A LOOK AT THE CHILD
DEVELOPMENT THEORIES

11. Theories of development
This area of science is called
developmental psychology and
covers:
• cognitive (thought processes)
• language development
• emotional development.

12. 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

13. 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

14. Jean Piaget (1896–1980)
• Children pass through 4 stages of cognitive
development:
Sensory motor
Pre-operational
Concrete operational
Formal operational
• Children are actively involved in their learning
• Children develop schemas (theories) based
upon their experiences

15. 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”

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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.

22. 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?

23. 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

24. 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?

25. 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?

26. Outcome Four
Understand the importance of early intervention
to support the speech, language and
communication needs of children and young
people

27. 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?

28. 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?

29. 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?

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

31. 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

33. 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?