LOG:
Level 3 Diploma for the Children and Young People’s Workforce {QCF}
Name:………………………………………………………………………
UNIT 2: CYP Core 3.2: Credit value: 3
Promote Child and Young Person Development
THIS WORKBOOK COVERS THE FOLLOWING:
Unit 2: CYP Core 3.2: 1.1, 1.3, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 6.1
Questions
Answers Learning Outcome/Assessment criteria
1.1 explain the factors that need to be taken into account when assessing development.
Cultural background, confidentiality, disability, feelings, linguistic background, bias, reliability are factors that need to be taken into account. 1.1.1
1.3 explain the selection of the assessment methods
used
Assessment methods are basically task-based and KSA-based.
These methods are used to measure the mental, personality, physical, and thinking ability of an individual.
KSA-based assessment comprises cognitive, personality, biographical, integrity, and physical test.
Task-based assessment method consists of situation judgement, physical ability, and work sample tests. 1.1.3
1.4 develop a plan to meet the development needs of a child or young person in the work setting The development plan includes name of a child, professional responsible for providing assistance, interest area, information provided by parents and carers about child, activities, resources required, location to perform an activity, evaluation process, and modification method if needed.
1.1.4
2.2 evaluate and revise the development plan in the light of implementation
First of all, evaluate the existing plan and see whether it is contributing to the development process or not. If there is a need to modify the plan, try to find out the reason for prior modification. Revise the plan and implement it according to the needs and requirements of child development. 2.2.1
2.3 explain the importance of a person-centred and
inclusive approach and give examples of how this is
implemented in own work
Development plan must be built according to the needs and interest of an individual. Inclusive approach refers that the strengths, abilities, ideas, learning, and interests of a person must be included in development plan. Every individual must be authorized to take their own decision and actively participate in learning activities. 2.2.2
3.1 explain the features of an environment or service that promotes the development of children and young people The environment in which an individual is living plays a major role in development process. The environment must support diversity, promote equality, safeguard the interest of an individual, comply with the framework, encourage communicating and actively participating in activities. 3.3.1
4.1 explain how own working practice can affect children and young people’s development
It is our duty to ensure that the plan is working well for the development of child or young people. It is important to build safe environment, contribute positively, observe the performance, good communication, attractive reward system, and proper assessment methods. 4.4.1
4.2 explain how institutions, agencies and services can affect children and young people’s development SENCO, NSPCC, learning staff, social workers, psychologist, teachers, and psychiatrists are some of the institutions and services that affect the development of child or young people. All the institutions and services work for the well-being of an individual which can enhance the skills and abilities. 4.4.2
5.2 evaluate different approaches to supporting positive behaviour Modelling, responsibility, reinforcement, setting boundaries, motivate, personality development, appreciate, and supportive attitude are some of the approaches to positive behaviour. It is important to develop positive attitude in order to indulge them in development process. 5.5.2
6.1 explain how to support children and young people
experiencing different types of transitions When an individual experiences different transitions, he or she needs sort of support from any professional. It is important to provide positive support so that a learner can easily mould into the new phase of life. 6.6.1
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