Childcare Level 2

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Assignment Overview

Introduction

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Level 2 unit (005), Children and Young People’s Development. The tasks within this assignment are marked as a pass or refer.

Tasks

There are three tasks to this assignment.

AComplete tables
BComplete table
CComplete table

Assignment coverage

|Task |Task name |Learning outcomes covered | |A |A Complete tables |Know the main stages of children and young person development | |B |B Complete table |Understand the kinds of influences that affect children and young people’s development | |C |C Complete table |Understand the potential effects of transitions on children and young people’s | | | |development | | | | |

Task A - Complete tables

The candidate will complete the following four tables showing the different stages of development against the different ages, and identify how development is holistic by showing links to other developmental aspects.

1.Physical development
2.Intellectual development
3.Communication development
4.Social, emotional and behavioural development

(Ref 1.1, 1.2)

Table 1: Physical development

|Age range |Description of stage |An example of how this impacts on another aspect of development | |0 – 3 months |Reflexes, can lift and turn their heads. |These impacts on intellectual development as they can interact by | | | |turning their heads to the things they want. | |3 – 6 months |Interest in playing with fingers, sitting |This impacts intellectual development as they are learning to use | | |up with support. |their hands. | |6 – 9 months |Rolling over from back to front, sitting up|This impacts intellectual development as they are working out they| | |without support. |can move by rolling over. | |9 – 12 months |Crawling, standing up and holding onto |This impacts intellectual development as they are thinking how to | | |furniture. |move around more. | |1 – 2 years |Able to feed self with spoon, doing simple |This impacts intellectual development as they are working out how | | |jigsaws. |to feed themselves and thinking how to do a simple jigsaw. | |2 – 4 years |Running and climbing, turning pages in |This impacts intellectual development as they are learning to | | |books, able to use toilet, able to use |think when they need the toilet and working things out whilst | | |scissors. |playing. This is also impacting social development as they may be | | | |playing with other children. | |4 – 7 years |Ride on...
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