Unit-3 Understanding Child Young Person Development Assignment Sample

Unit 3 -Understanding Child Young Person Development Assignment

Outcomes 1.1 - By the end of these outcomes you will understand the expected pattern of development for children and young people from birth – 19 years

1.1 Explain the milestones in children’s holistic development from birth to 19 years

Complete the following chart providing at least 5 examples of each type of development for each stage. If you prefer, you can write your answers below the chart by following the example

Stage	Physical	Intellectual	Language	Emotional and Social	Moral
Birth to 6 months	Child starts learning to control and mobilise by play, turn their head while hearing any sound, control their hands and try to reach for things (Deoni et al, 2021).	Child becomes capable to identify the objects like voices, people and faces and do a lot repetition like words and movements.	Children cannot talk until 1 year but start to identify faces. Babies involve in pre-linguistic interaction and move from crying to babbling.	Babies grow through showing smile, beginning to identify parents, reacting to familiar voices, expressing emotions and playing games.	Although, babies have no ability to moralise but they like good behaviour and dislike the unkind behaviour.
6 months to 1 year	Child starts to sit with proper support, crawl, try to stand up, control their head and pick up and drop objects utilising their hands.	It involves exploring environment by sensory experiences, grasping things, copying sounds, gestures and understanding easy words (Sundqvist et al, 2021).	Still they cannot talk but begin bubbling, understand easy words, begin to utilise gestures and experiment with different sounds.	Development in this stage involves making stronger attachments, identifying familiar faces, recognising strangers, involving in social interaction and communicating emotions.	Showing signs of compassion, understanding give-and-take concepts and copying behaviours they see are some examples of the moral development.
1 – 3 years	Child develops motor skills, holds things like spoon, pencil, crayon. They also start walk unsteadily and develop new skills like throwing, running, kicking etc.	Identifying things begin to known the reason and effect, engaging in fictitious play, following easy instructions and exploring environment are the examples of this stage.	It includes listening to speech, start interaction by smiling, and crying, babbling become words and speaking two words together.	It includes identifying themselves, learning to copy, exploring environment, starting interaction with others and showing feeling more effectively (Luijten et al, 2021).	Children start to know right and wrong concept, demonstrating social behaviours, showing empathy and acting nice.
4 – 7 years	Child develops fine motor skills like cutting, completing puzzles, drawing etc. and start to learn gross motor skills like walking, utilising play equipment, riding a bicycle etc.	It involves reading books, different words and sentences. Childs also start to write but not precisely and ask questions.	Child starts to speak sentences, ask questions, start reading, increase vocabulary, and enhancing storytelling skills.	It entails developing social abilities, developing friendships, understanding rules and reasons, starting to take approval from parents and learning how to cooperate.	Children begin to adopt family values, understand family rules and also know how their actions and behaviours impacts other people (Miller, 2021).
8 – 12 years	Girls and boys experience puberty and build interest in dance, drama, games and social activities.	Examples of this stage includes start thinking of ideas, developing preferences regarding good, colour, friendships etc.	Children improve language, move from basic sentences to complex structures, create ideas, involve in conversation and increase learning ability.	Children strongly focus on relationship with peers, build empathy, solve problems, take risks and become little independent.	They begin to learn respect for people and have good sense of equality and fairness. It also involves differentiating among right and wrong things.
13 – 19 years	It is maturing stage where girls will have achieved full height but boys are still growing and by age 19, boys will have achieved complete growth.	They become mature, utilise difficult words, sentences, become capable to choose, understand critical thinking and identify strengths.	They become fluent speakers, expand vocabulary, become effective in conversation, have own jargon and improve writing skills.	Young people still require adult guidance but become more independent. It also involves developing identity, learning to handle emotions and making relationships.	It involves developing philosophy for abstract thinking, taking interest in what is good for community, creating own ideas and involving in complex conversations.

Outcomes 2.1, 2.2, 2.3 - By the end of these outcomes you will understand the factors that influence children and young people’s development and how these affect practice.

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2.1 Explain how children and young people’s development is influenced by a range of biological factors. Research and describe 4 factors

1. Disability

Disability refers to the physical, developmental, cognitive and mental condition which impairs, hinders or limits the ability of an individual to perform certain tasks and activities or take part in the daily activities. If a child or young person is suffering with any disability then it can directly affect their developmental process. For example, child with disability may face many problems to get proper education in the classroom. Children and young individuals with hearing disability may face issues in doing the daily activities (De Figueiredo et al, 2021). Due to disability, children may face delays and issues in the different areas such as; learning, communication and social abilities. Some disabilities make it more difficult for the children and young people to interact with the other people and negatively impact their social development. For example: Children with disability may feel anxious or nervous while interacting with other people. As children grow, they may face problems in getting advances level knowledge which makes their life more difficult.

2. Health Status

Health condition is one of the major biological factors that highly affects the children and young people’s growth. Individuals may face different health issues in their childhood or adolescence that prevent them to learn different skills and knowledge (Petersen, 2021). For instance: If any child or young person is facing the health issue like asthma then it will be difficult for them to participate in sports and games or any physical activity which can further lead to other health problems. A lack of support because of misunderstanding about illness may also prevent the children or young people to develop their life. With this health status, a child may feel depressed which not only affect their social development but also influences their mental health.

3. Sensory Impairment

Sensory impairment is also a biological factor that impacts the development of children and young person. For example: A child with the hearing problem may face difficulties in listening to the teacher properly within classroom. Due to this ability, a child is not able to read, write and learn the concepts. Similarly, if any young person is facing the hearing or vision issues then it can be challenging for them to get knowledge or perform the daily tasks (Michielsen and Brockschmidt, 2021). Sensory impairments considerably influences the different developmental areas such as; social development, cognitive skills and emotional development. Sight deficiency, hearing impairment or any other senses can affect the capability of the child or young person to explore the world around them. Due to this factor, children or young people may not be able to develop the ability to become socialise which may affect their overall well-being.

4. Learning Difficulties

Another example of biological factor which can impact growth is learning difficulty. Learning difficulties impacts how the human brain processes the information. Dyslexia, non-verbal learning disability and dysgraphia are the few learning difficulties that may impact the development process. For instance: Child with dyslexia experiences problems in reading and writing in the classroom because they do not have proper knowledge regarding the vocabulary, grammar etc. Learning difficulties can impact the academic performance, self-esteem along with cognitive development (Hu et al, 2021). When a child performs weak in their school, it directly affects their mental health and there is a high chance that they can face stre ss and depression. The issues of learning difficulties may raise the problem of social isolation. It can also limit the educational opportunities for the children or prevent the young people to get desired job in the future.

2.2 Explain how children and young people’s development is influenced by a range of external factors.Research and describe 5 factors

1. Family environment and background

The background and environment of family highly influences the development of child or young person. For example: If a child’s parents are well educated then it positively influences the learning behaviour of child or young person (Crandon et al, 2022). On the other hand, parents are uneducated then it may negatively affect the child’s learning. Family background or environment influences the socialisation, skills and values during the childhood development. For instance: If a child comes from insecure environment then it may have long-lasting negative impact on the growth of child which in turn leads behavioural as well as emotional issues. For example, if there is conflicts between family members or parents then it can impact the academic performance of children or young people and stop them to achieve growth in life.

2. Poverty and deprivation

There are many children who belong from the poor families and whose economic and financial situation is not good. Children or young people growing in deprivation and poverty usually have limited access to education. This may impact the cognitive development of children and impact their learning capability. Children who are living in poverty are more likely to face behavioural disorders, stress and anxiety that directly impact the emotional and mental ability of children. Poverty usually limits the access to sufficient healthcare services and nutritious food which can lead to slow growth and health issues and stop physical development of the child. If the economic situation of the family is not good then it directly impacts the children and young people’s development and reduce their access to essential educational resources.

3. Personal choices

Personal decisions made by children and young people regarding their education like whether they participate in extracurricular activities or join study group can considerably influence their academic success and development. Good choices like give value to education helps in cognitive development. On the other hand bad choices like skipping classes or ignoring challenges can prevent the children and young individuals to achieve cognitive development (Gislason, Kennedy and Witham, 2021). Choices made by the young people like making friends and study together facilitates improvement in the social and emotional growth. Personal choices related to eating habits, exercise, sleep, self-care etc. help to improve physical health. In adulthood, young people make wrong decisions sometimes because of wrong people’s influence and due to this they face negative outcomes which adversely influence their cognitive development.

4.Looked after/ care status

The word looked after/care status refers to the children who are taken care of by care systems or social workers because of many reasons like family issues and bad environment. Many children have experienced issues like abuse, ignorance, before coming in care system. It can lead to psychological as well as emotional difficulties and prevent them to achieve growth. Looked-after children and young person are at higher risk of weak mental health compare to others due to past traumas. They also afraid to communicate with other people which prevent them to develop socially. Because of the past experiences and traumas, children often stay isolated all the time and do not participate in activities that negatively influence their physical growth. 

5. Education

Children achieve physical growth by education as it allows them to participate in the different sports and physical activities. In classroom, a teacher utilised different ways to teach subjects like mathematics and science that help in building the cognitive skills of the children and young people (Jackman et al, 2022). In school, a child meets with different people which helps in building their confidence level and thereby leads social as well as emotional growth. On the other, children belonging to poor families often face problems to get good education that affect their physical and cognitive growth. Because of lack of access to educational resources, children could not be able to get proper knowledge that impact the overall development of the child. Also, young people cannot get job due to poor education.

2.3 Explain how theories of development and educational frameworks to support development influence current practice

Identify and describe the developmental theorists (6) and describe in detail their theories Describe Social Pedagogy

Theorists	Describe their theories (approx. 100 words each)	How is the theory evident within schools? (approx. 100 words each)
1. Sigmund Freud - Psychoanalytic Theory	The theory advices that human behaviour is affected by unconscious thoughts, urges and memories. It suggests that the psyche involves three aspects such as; id, ego and superego. The id is completely conscious, whereas ego works in conscious mind (Shreyas et al, 2024). Additionally, superego functions consciously and unconsciously. According to theory, all three aspects contribute in formulating the behaviour, attitudes and personality. The human mind is accountable for conscious as well as unconscious decisions that helps in shape personality.	The theory is utilised in schools in order to understand the behaviour of students and their learning difficulties. Psychoanalytic theory is implemented to understand the impact of early experiences on the development of personality, emphasising the significance of emotional as well as psychological aspects of the learning. The theory is considered as source of new hope for the learners as it pays attention on care, freedom, kindness, humanity and equivalence. By using theory, educators can organise learning activities according to child's interests.
2. Jean Piaget - Cognitive Development Theory	The theory proposes that children move from four various phases of learning. The cognitive development theory concentrates not only on knowing how children gain knowledge but also on considering the nature of intelligence. The four phases are: Sensorimotor stage - Birth - 2 years Preoperational stage - Ages 2 - 7 Concrete operational stage - Ages 7 - 11 Formal operational stage - Ages 12 and above Theorist believed that children play an active role in their learning process and learn about world.	The theory is evident in the school settings through utilisation of formative assessment, student-centered teaching and inquiry-based learning. Cognitive development theory is highly utilised in the school settings. The theory advises teachers to build active and hands-on learning culture in the classroom so that they can encourage exploration (Pakpahan and Saragih, 2022). Classroom environment must align with the developmental stages of children that help to support natural curiosity. Educators offer proper learning experiences and study materials which stimulates learners to boost their thinking.
3. Albert Bandura - Social Learning Theory	The theory postulates that learning happens by observation, modelling as well as imitation, stressing on the role of cognitive procedures and social context in obtaining the new skills, abilities and behaviours (Siregar and Karmiyati, 2024). Social learning theory is usually explained as bridge between the old learning and cognitive approach as it concentrates on how mental factors are included in learning. Theorist stated that mental condition is significant to learning. According to theory, learning can be realised quickly when the new behaviour is showed.	The theory of social learning is evident in the educational settings through the means of different approaches such as; showing positive attitudes, utilising positive reinforcement, motivating self-efficacy, encouraging collaborative learning and supporting self-regulation. Students in the classroom learn by replicating and observing their teachers and peers. Educators wilfully show the desired behaviours, attitudes and skills, representing how to solve the problems and manage emotions. Teachers can offer opportunities for the learners to succeed and develop confidence in their skills, nurturing a sense of self-efficacy.
4. B. F. Skinner – Theory of learning: Operant Conditioning	The learning theory of the Skinner states that human behaviours are established or trained from reinforcements and he referred to this procedure as operant conditioning. Operant behaviours basically actions that are under our control are different from the respondent behaviours. Theorist's concept of operant conditioning impacted how individuals though about development of child as well as learning process. According to theory the child's actions can be affected and changed through utilising positive as well as negative reinforcements.	The theory is widely applied in school settings to improve the child's learning. Teachers use the Skinner's principles like reinforcement and punishment in classroom management (Leeder, 2022). Educators utilise positive reinforcement like rewards, appreciation, praise etc. to motivate students while negative reinforcement involves eliminating unpleasant tasks when children display desired behaviours. On the other hand, they also use positive and negative punishment in order to discourage the undesirable attitudes in the classroom.
5. Erik Erikson - Psychosocial development theory	The theory involves 8 stages such as; 0-1 year – Infancy 1-3 years – Early childhood 3-6 years – Play age 7-11 years – School age 12-18 years – Adolescence 19-29 years – Early adulthood 30-64 years – Middle age 65 onward – Old age (Maree, 2022) According to theory, at each phase, people experience conflict among two opposing states which shapes personality. The theorist believes that when people successfully solve conflicts they develop healthy personality. Moreover, if conflict remains unsolved then it can adversely impact overall wellbeing and development of people.	The theory is widely utilised in education, education of child as well as parenting guidance. It gives a systematic structure to understand emotional and social development. By using psychosocial development theory, educators can support emotional wellbeing of children and through recognising the significance of age-appropriate motivation. Teachers can organise learning activities which stimulate industry vs. inferiority through stressing effort and improve growth mind-set. Special education experts can prepare lesson plans to provide support to learners struggling with sovereignty and competence.
6. Lev Vygotsky – Sociocultural theory	The sociocultural theory holds that learning and cognitive development are mainly shaped by cultural factors and social interaction. Vygotsky suggested that children grow cognitively via collaborative conversations with more knowledgeable and educated people. According to theory, language plays a valuable role in cognitive development, developing from social communication to private speech and lastly to inner dialogue. The progression presents how external communication becomes adopted as thought procedures. It challenges old lecture-style teaching to promote more student-centric approach.

Outcomes 3.1, 3.2 - By the end of these outcomes you will understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.

3.1 Explain how to monitor children and young people’s development using different methods (answer in 2 parts)

(a) Explain a range of different recording methods for observation

• Checklists – In this observation method, an individual can tick off what a student can do. The major focus of checklist observation method is to see children can do or are unable to do. Observation can be based on physical difficulties, knowledge or skills. A teacher records the certain behaviours, actions, competencies and skills through paying attention on pre-defined criteria list. Teacher can utilise checklist to evaluate performance of students.
• Anecdotal – It is a kind of brief explanation of the activity and its use fullness. It includes the information regarding what happened, why it occurred and where (Bayram and Deveci, 2022). Educators utilise it to record specific and significant behaviours observed when child is doing any activity. It allows a teacher to document any action or incident in detail manner that helps to identify the areas of improvements. Based on information, teacher can make strategies to improve the weak areas of learner.
• Time Samples/ Event Samples – These observations are often used to check how frequently a child shows certain behaviours like anger, frustration etc. over fixed time period. Teacher observing a child should sit away from them and not disturb children to participate naturally. By using the time samples method, a teacher can understand the reason behind child’s inappropriate behaviour and actions. The information can be used to improve the behaviour of child or young person.
• Sociogram – It is beneficial way to document interpersonal relationships in the classroom. It discloses the relations with other students in visual form (Giacomucci and Giacomucci, 2021). It is a helpful beginning point for evaluating social as well as emotional requirements of children and young people. It helps educators to identify patterns of approval and rejection in the classroom by asking questions. In the classroom, a teacher can concentrates on who communicates with whom which facilitate to understand the group dynamics as well as social connections in the classroom.
• Photographs – It is the type of visual record method for in-depth analysis, allowing teachers to capture and evaluate behaviour of children and young people in natural context. By taking photographs, a teacher can revisit and examine specific activities, milestones as well as interactions and generate corrective actions to improve behaviour if required. When children are playing in the group, a teacher can take photographs and then analyse and track the development and learning of the children during activities.
• b) Describe a range of assessment frameworks and standard measurements that can indicate a child’s development
• Common Assessment Framework (CAF) – It is a procedure utilised to find out the unmet requirements of children and support them (Nethercott, 2021). An assessor works with children and their family members or carers to understand problems and develop action plan to offer best support possible. CAF is useful to enhance the wellbeing and growth of the children by finding out requirements early and offering proper support, assistance and resources.
• Early Years Foundation Stages (EYFS) – The framework involves standards for the development, care and learning of the child from their birth to age 5. It makes sure children are kept safe, protected and healthy. It also ensures that each child has knowledge, competence and skills they require to begin school. EYFS focuses on different learning areas such as; communication, language, physical, social, emotional and personal development, literacy, mathematics, arts and design along with understanding the world.
• General Certificate of Secondary Education (GCSE) – It is a kind of academic requirement in a variety of subjects taken in Wales, England as well as Northern Ireland (Denes, 2023). Students gain education in different subjects like English, Science, and Mathematics etc. GCSE is a kind of qualification which can lead to A-levels education or further education. This qualification helps students to get employment as many employers need job candidates to meet minimum requirement in English and Mathematics at GCSE level.
• Standard Assessment Tests (SATs) – They are standardised assessments tests directed by primary schools within England to check the educational progress of children. All students in year 6 and several school students in year 2 will perform SATs to know the progress in Maths and English. In primary school, students will undertake SATs which look at their understanding about Mathematical concept and English language. Extra tests can be conducted to evaluate science as well as writing.

3.2 Identify how other professionals and different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern

Please look at the different types of interventions and describe how each can help promote positive outcomes for children when development is not following the expecting pattern.

Type of Intervention	How it can promote positive outcomes
Social Worker	Social worker interventions are useful as it promotes the positive outcomes for the children by addressing their requirements, through offering the family support and providing access to essential resources. Social workers also perform assessments in the school and at home to facilitate promote various services. This eventually offers the people with the assistance they require (Alderwick et al, 2021). They play a crucial role in early interventions initiatives that are developed to facilitate children with learning difficulties or developmental delays. Social workers make sure that their efforts are favourable and effective, contributing to improve wellbeing of children by addressing and fulfilling the particular requirements.
Youth Justice Workers	This intervention can support positive outcomes through paying attention on strengths, requirements as well as environments, by providing support and through raising a sense of belonging and faith. It eventually helps in positive development of the children. Individuals with any kind of disability may find themselves engaging in criminal activities (Hodgkinson et al, 2021). In this case, youth justice workers put support in order to make sure that the crime does not happen again in future. Worker also try to reduce the risk of repetition of crimes. It may help children to develop their life and achieve success in their future life.
Health Visitor	They provide their full support to the children with disability as well as their family members. Health visitors facilitate with referrals, help in medication reviews and track development for any potential improvements so that children can live their life. Health visitor intervention also observe deterioration which may require urgent assistance or help (Van Ijzendoorn et al, 2023). Additionally, health visitors offer evidence-based support and work with school nurses, community resources and early year's providers to support children in their development.
Psychiatrist Physiotherapists Speech, a language therapist (SALT)	They are medical professional who can help with care, treatment and diagnosis. Psychiatrist prescribe medicines and treatment with referrals (Kazdin, 2024). Further, Physiotherapists works with children and young individuals with physical disability or any developmental challenges with mobility. They offer exercise to disabled people to complete at own level or with others that lead positive development outcomes. They offer support to the children with speech and language issues by treatment and therapies. The therapies help the children to develop their language and achieve success in education and personal life.

Harvard Referencing Grid

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