Explain the Sequence and Rate of Each Aspect of Development That Would Normally Be Expected in Children and Young People from Birth to 19 Years Old?

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|Name |Mickala | |Date of Plan |27.03.13 | |Assessor |Shahnaz Scully | |Qualification |Level 5 Diploma – Management Pathway |

|Units |Assessment & Feedback Plan | | | | | |Hello Mickala | |MU5.2 |This plan will guide you through this unit which I am sure will expand on your existing knowledge and | |Understand children and |understanding of how children and young people develop between the ages of birth to 19 years. Within this | |young person’s development|unit you will also be looking the actions you should take if there are differences, and also what the | | |potential effects of transitions could be on children’s development. | | |This is a knowledge based unit and therefore I suggest that you use a variety of research material so that you| | |are able to address the assessment criteria for this unit. A good starting point will be the LASER lessons | | |which include activities and suitable reading material if you wish to reinforce your learning and to gain | | |extra knowledge. | | | | | |Explain the sequence and rate of each aspect of development that would normally be expected in children and | | |young people from birth -19years. (chart attached) | | |Explain different theories (for example cognitive, psychoanalytic, humanist, social learning, operant | | |conditioning, and behaviourist) and frameworks including social pedagogy that support the development of | |MU52.11 |children and young people. MU53.11 | | |Explain the potential impact on your provision of different theories, approaches and frameworks and how they | | |influence current practice. Give examples please of how these are used in your setting. MU53.12 | | |Critically analyse the move towards outcome based services for children and young people. MU53.13 | | | | | |Analyse the difference between sequence of development and rate of development and why the distinction is | | |important. | | | | | |...
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