Cyp 3.1

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Diploma level 3 in Health & Social Care
The following learning resources are for guidance/reference ONLY!!! Please do not copy, as your work may be rejected by your Assessor!!

The following ‘outcomes’, need to be met, to show your assessor competency of your work practices.

Unit:
CYP core 3.1

1. Understand the expected pattern of development for children and young people from birth - 19 years. 1.1. Explain the sequence and rate of each aspect of development from birth – 19 years. 1.2. Explain the difference between sequence of development and rate of development and why the difference is important. 2. Understand the factors that influence children and young people’s development and how these affect practice. 2.1. Explain how children and young people’s development is influenced by a range of personal factors. 2.2. Explain how children and young people’s development is influenced by a range of external factors. 2.3. Explain how theories of development and frameworks to support development influence current practice. 3. 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. 3.2. Explain the reasons why children and young people’s development may not follow the expected pattern. 3.3. Explain how disability may affect development.

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. 4. Understand the importance of early intervention, to support the speech, language and communication needs of children and young people. 4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. 4.2. Explain how multi-agency teams work together to support speech, language and communication. 4.3. Explain how play and activities are used to support the development of speech, language and communication. 5. Understand the potential effects of transitions on children and young people’s development. 5.1. Explain how different types of transitions can affect children and young people’s development. 5.2. Evaluate the effect on children and young people of having positive relationships during periods of transition.

Your assessor will ask you to complete workbooks, to cover each unit of this award, which will differ, depending on which awarding body is being used. Therefore, the guidance answers enclosed are based on the ‘outcomes’ for each unit, which will support your knowledge, and evidence for your award.

I hope you find this guidance useful for your award, and be a beneficial learning aid to your studies.

GOOD LUCK WITH YOUR AWARD!!

SUGGESTED GUIDANCE ANSWERS

OUTCOME 1
1.1
Your assessor may ask you to produce a development folder for staff to use for guidance and reference, on aspects of development. Aspects of development in children vary, from child to child. Below is guidance on some aspects of development, and at which stages they may occur:

Birth – 1 Month
• Sleeps 20 hours a day
• Crying – main form of communication (fosters early interaction) • Begins to have distinct facial expressions
• Moves around more
• Focuses both eyes together
• Can detect smells
• Sensitive to touch
• Uses reflexes
• Focuses on source of sound
2 – 3 Months
• Visual and oral exploration
• Cries, coos, and grunts
• Emotional distress
• Smiles at a face (social smiling)
• Imitates some movements and facial expressions
• Begins to realize he/she is a separate person from others • Can be comforted by a familiar adult
• Can respond positively to touch
4 – 6 Months
• Babbling
• Feeds 3-5 times a day
• Control of head and arm movements
• Recognizes parents
• Distinguishes familiar people
• Pays attention to own name
• Reaches,...
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