CYP Core 3 1 FINAL

Topics: Childhood, Summative assessment, Assessment Pages: 13 (2828 words) Published: April 20, 2015
CYP Core 3.1: Understand child and young person

Unit reference L/601/1693 Level 3Credit value 4 GLH 30

Unit aim This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people’s development.

Self Directed Research Tasks

Although these tasks are self directed please do contact your assessor if you need further support or help.

1.1 Using information from the EYFS, tables in books and the internet design a table which details children and young people development from birth to 19 years. This table should cover the following aspects:


2.3. Understanding children’s development is important and there are lots of theories, sometimes conflicting ones, of how children develop. You need to research these theories and explain how theories of development and frameworks to support development influence current practice. You may want to look at the following but you could also choose your own, if you wish. It is important that the theory links clearly to practice. For example, if you discuss Skinner’s theory of positive reinforcement you need to describe how this is reflected in practice though verbal praise of children and giving stickers for positive behaviour.

The theorists listed below are suggestions only, you may have other preferred theorists.

Explain 1 Behaviourist Theorist (e.g. Skinner, Watson)
Explain 1 Cognitive Theorist (e.g. Piaget, Vygotsky)
Explain 1 Social Learning Theorist (e.g. Bruner, Bandura)
Explain 1 Humanist Theorist (e.g. Maslow)

Your assignment should be presented in an essay format. Please include any references and a bibliography. If you want information on how to do this please contact your assessor. Questions for CYP 3.1

Each child and young person is an individual whose development is influenced by a variety of factors. These are often referred to as nature and nurture. That is that some of the development that we have is biological – nature. This includes our genes which determine our potential and medical conditions or disabilities which may effect our development. The nurture side includes things like parenting styles, stimulation we receive, the impact others have on our development and the availability of resources.

In our settings it is important to monitor children and young people’s development so that we can support and facilitate their development. We do this by observing them. Once we have observed them we should be using the EYFS to assess what stage of development they have reached. We can then plan further activities to support them to move to the next stages. In settings this is often documented through ‘Learning Diaries’ or ‘Learning Journeys’. In these booklets practitioners collate a variety of observations to document development. Examples of this may include long observations, short observations, event sampling, time sampling, photopgraphs, examples of children’s work, tick lists and audio/video samples. It depends on the reason for your observation as to which method you might use. It is essential that we do monitor development as the earlier we can pick up on delays and difficulties the earlier we can either change practice in the setting, get help from an internal colleague or seek the support of an external colleague.

Our assessments may be formative or summative. A formative assessment is the ongoing picture and information we are building up regarding a child’s development. We may gather this information over a term and then at the end of that term we may do a summative assessment which brings together and summarises the development that has taken place and may identify milestones the child has reached. This is...

Links: to EYFS
What next?
Diaries are an excellent way of sharing information between the setting and the home environment. They are often used with infants and younger children to exchange information about the basic needs of the child and with children and young people with disabilities who may use school transport and so their parents or carers may not have direct contact with teachers. A diary should ensure that good communication and exchange of information takes place. A diary will usually contain information from the parents or carers such as how well the infant slept the previous night, whether they have tried any new foods and stages of weaning and the setting will usually record how many bottles and the amount of milk consumed, foods that have been eaten, how much sleep the infant has had in the setting and the amount and state of nappies changed as well as what activities they have been engaged in that day. The diaries do not replace verbal communication between the setting and parents but should complement it. They can also be referred to later on by a parent who may have forgotten the amount of bottles or hours of sleep or they can be used to see how patterns of feeds and sleep are changing.
Planning for the whole setting
The observations that you and your colleagues complete should be collated in your setting and there should be a system in place for planning. The planning may be done by a particular person, by a group of people or everyone in your setting may be able to contribute to a plan. It is becoming more common in settings for there to be a blank plan on the wall and as the week develops colleagues can add to it (either for that week or for the following week), develop it and allow it to evolve in order to meet the children and young people’s needs. Weekly team meetings provide an opportunity to discuss different ideas and strategies as well as assigning specific tasks and activities to specific workers in order to ensure consistency. In other settings there may be a stricter planning cycle where activities are planned in advance to meet specific learning outcomes, for example, in a school environment. Planning should ensure that all areas of a development framework or curriculum are covered. Observations may only link in to certain areas and so the setting will need to plan other activities to meet the whole spectrum.
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