Module 2 - Child and young person development

This core area covers the physical, intellectual, linguistic, social and emotional growth and development of babies, children and young people. It is difficult to determine specific times when developmental changes occur, as they differ from person to person. It is essential to understand these changes, and the effect they can have on behaviour. Parents and carers may be well placed to identify developmental and behavioural changes in their children, but they may also find them difficult to cope with and may seek reassurance, information, advice and support at various stages. It is important to be able to assess and respond to children and young people’s needs as they emerge, and to parents’ and carers’ needs for support at different stages.

Parents’ and carers’ engagement in their children’s learning and development is a key factor in determining children and young people’s attainment, physical and emotional health and well-being as well as their social and cultural development. The impact of parents’ communicating and participating in activities with their children from an early age continues into adolescence and adulthood.

Skills

·         Observe a child or young person’s behaviour, understand its context, and notice unexpected changes.

·         Recognise signs that a child or young person may be engaged in unusual, uncharacteristic, risky or harmful behaviour, including in the online world.

·         Listen carefully and respond to concerns expressed about developmental or behavioural changes.

·         Evaluate the situation, taking into consideration the individual, their situation and development issues.

·         Be able to recognise the signs of possible developmental delay and/or regression in the behaviour of children and young people.

·         Support children and young people with developmental difficulties or disabilities.

·         Make considered decisions on whether concerns can also be addressed by providing, or signposting, additional sources of information or advice.

·         Where further support is needed, know when to take individual action and when to refer to managers, supervisors or other relevant professionals.

·         Judge when it is appropriate to intervene early to stop problems developing.

·         Support a child or young person to reach their own decisions while taking into account health and safety, any concerns about harm, and their age and stage of development.

·         Encourage children or young people to value their personal experiences and knowledge.

Knowledge

·         Know and recognise the child or young person’s position in their family or caring network, as well as a wider social context. Appreciate the diversity of these networks.

·         Understand the importance of parental engagement in their child’s learning and development, and the barriers that may be faced by parents and carers.

·         Understand that effective forms of parental engagement change as children and young people develop. Understand how the balance of influence from parents, peers, authority figures and others alters as the child or young person develops.

·         Understand and take into account the effects of different parenting approaches, family structures and composition, backgrounds and routines.

·         Know and recognise that for some children and young people, delayed or disordered development may be a symptom of an undiagnosed disability.

·         Understand how children or young people may be affected by underlying problems faced by them or their families, or their peers.

·         Know that development includes emotional, physical, sexual, intellectual, social, moral and character growth, and that these can all affect one another.

·         Understand the different ways in which babies and children form attachments and how these might change.

·         Understand that babies, children and young people see and experience the world in different ways.

·         Understand the importance of forming positive relationships in the development of children and young people, and how this can be supported.

·         Understand that play and recreation that is directed by babies, children and young people – rather than by adults – has a major role in helping them to understand themselves and the world. It also helps them to build confidence and realise their potential.

·         Know how to interact with children and young people in ways that support the development of their ability to think, learn, and become independent.

·         Understand that families, parents and carers should be treated as partners and respected for their lead role and responsibility in addressing the specific needs of their child.

·         Know when and how to obtain information, advice and support for children, young people, their parents and carers, and when and how to report concerns about their physical or emotional health and development.

·         Know how to use theory and experience to reflect upon, think about and improve practice. Know how to take responsibility for meeting your professional development needs.

·         Be aware that working with children, young people and their families may affect you emotionally and know how to access support for yourself to manage this professionally.

·         Draw upon personal experiences and other people’s perspectives, to help you to reflect, challenge your thinking and to assess the impact of your actions.

·         Know how to motivate and encourage children and young people to achieve their full potential in their physical, emotional and social development and resilience. Know how to empower and encourage parents and carers to motivate and encourage their child.