DT1M 04 (CCLD 403)Support Programmes for the Promotion of Children S Development

DT1M 04 (CCLD 403)Support programmes for the promotion of children’s development

Elements of competence

CCLD 403.1Support procedures for the regular monitoring and assessment of children’s development

CCLD 403.2Ensure provision meets children’s developmental needs

CCLD 403.3Ensure provision supports children’s positive behaviour

CCLD 403.4Monitor and evaluate records and recording procedures for the assessment of children’s development

About this Unit

This Unit is about supporting the assessment of children's development and behaviour, and the promotion of development. It is a Unit that requires knowledge and understanding of children’s development from 0 to 16 years and the ability to demonstrate competence for the age range of the children for whom you are developing programmes.

This Unit is for you if you work in a setting or service whose main purpose is to support the care, learning and development of children in partnership with their families. This Unit is suitable if you co-ordinate the assessment of children's development and programmes to promote development, or if you support others undertaking these tasks. You may be a manager, supervisor or lead/senior professional or work in support of others within a setting or service with wide-ranging responsibilities for the provision of appropriate programmes, curricula or developmental activities for children.

Keywords

What we mean by some of the words used in this Unit
Children / Children with whom you are working, except where additional requirements are indicated
Evolutionary perspectives / Play as a fundamental part of the development and adaptation of the human species
Families / Includes parents (mothers and fathers) and carers and extended and chosen families who contribute significantly to the well-being of individual children and who may or may not have legal responsibility
Inclusion / A process of identifying, understanding and breaking down barriers to participation and belonging
Media / TV, video, radio, news media, internet
Positive behaviour / Behaviour that demonstrates respect and value; behaviour that is not abusive or derogatory, either physically, emotionally or sexually
Positive relationships / Relationships that benefit the children and the children’s ability to participate in and benefit from the setting
Reliable / Can be trusted to be accurate
Valid / Relevant and appropriate to the circumstances

Evidence Requirements for the Unit

It is essential that you adhere to the Evidence Requirements for this Unit

GENERAL GUIDANCE

Evidence must be provided for ALL of the performance criteria and ALL of the knowledge.
Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion.
Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and practice are linked.
The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and the values and the principles for good practice in children’s care, learning and development.
All evidence must relate to your own work practice.

SPECIFIC Evidence Requirements for this unit
Simulation:

Simulation is not permitted for this unit.

The following forms of evidence ARE mandatory:

Direct Observation: Your assessor * must observe you in real work activities which will provide evidence of some part of each element in this unit.
Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be able to use a reflective account to provide some of the performance evidence for this unit. e.g. your personal effectiveness in supporting children's development.

Issues for consideration:

The following performance criteria may be difficult to evidence by observation.

Element 1 – PCs 4 and 6
Element 2 – PCs 4 and 5
Element 3 – PCs 2 and 4
Element 4 – PCs 1, 2, 4 and 5
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:

Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand principles which support practice, policies, procedures and legislation, and that you can critically evaluate their application e.g. legislation and regulation underpinning provision, data protection and confidentiality, using information from monitoring children's progress to support continuous improvement and ensure needs are met, the role and purpose of the planning cycle, the relative merits of different types of assessment and safeguards that need to be in place to ensure objectivity and relevance, differing and competing theoretical approaches to children's development and how these affect provision, the role of evidence based practice.
Products: These are non-confidential records made, or contributed to, by you, e.g.documented procedures for regular monitoring and assessment of children's development, pro formas for the observation and assessment of children, curriculum plans, reports, minutes or records of meetings.
Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual location and be referred to in the assessor records in your portfolio e.g. records of individual children, referrals in cases of concern.
Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards and check that you have retained and can apply learning to practice, e.g. previous childcare qualifications or units of learning, child development courses, behaviour management.

Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the knowledge requirement of your award. It is likely that you will require to use a range of different approaches to providing evidence of the knowledge and understanding that underpins the unit such as child studies, case studies, investigations/research into different areas of practice that relate to the unit including the theoretical basis of your work.
Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses.

*This is a mandatory unit and as such Direct Observation MUST be carried out by an assessor. Expert Witnesses could supply additional evidence.

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You are required to know and understand how to promote child/young person’s development in the age range that you work with. Where you work across different age ranges you will need to select the age range for which you are likely to be able to provide the most comprehensive and high quality evidence.

In addition to the above you are also required to provide evidence of your detailed knowledge and understanding of child and young person development for each of the age ranges(see Knowledge Point 18):-

0–3 years

3–7 years

7–12 years

12–16 years

To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
1The need for confidentiality and care when dealing with sensitive information about children and families. Security arrangements for storing and retrieving information in your setting and the reasons for them.
2Data protection and confidentiality and security of information relevant to your work
3The requirement for valid and reliable data when making assessments of children's development, what this means, and how it can be implemented
4Techniques of observation for different purposes, e.g. running records, structured checklists and pre-coded categories, time or event sampling, their strengths and weaknesses
5Your setting’s processes and procedures for observing, assessing and recording: when and how these link to external requirements or ‘baselines’ or curriculum frameworks followed in your home country
6The circumstances and rationale for the use of formative and summative assessments within your setting or service
7Relevant research into the influences on how children develop and how this research may influence practice
8The need for evidence-based practice, what this means and how it affects practice in your area of responsibility
9Appropriate agencies for referral of children when you have concerns about development, the role and purpose of different agencies, the benefits of a multi-agency approach
10The range of professionals who work within children's services or who may be relevant to children's services, the benefits of a multi-professional approach
To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
11Principles of supporting positive behaviour in children based on different theoretical perspectives
12Preferred formats for recording information and rationale for their use
13Protocols for sharing information and the fitness for purpose of those selected
14The developmental nature of childhood and the holistic, integrated nature of development
15That children develop at widely different rates, but in broadly the same sequence
16Recognition that development depends on the child's level of maturation and their prior experiences and that adult expectations should be realistic and take this into account
17Significant theoretical perspectives on:
a)children as learners: programmed learning, laissez faire approaches, social constructivism including schema, scaffolding learning, learning styles
b)language theories
c)development of self-esteem and identity, emotional well-being, emotional intelligence
d)early brain development
e)role and purpose of play: play and learning, play types, evolutionary perspectives, play and life skills, flexibility and thinking, neurological development and play, play and identity
18Detailed knowledge and understanding of children and young people’s development in the following areas linked to an in-depth knowledge and understanding of theoretical perspectives, including:
a)physical development
b)communication, intellectual development and learning
c)social, emotional and behavioural development
in each of the age groups:
i)Birth-3 years
ii)3-7 years
iii)7-12 years
iv)12-16 years
To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
Select ONE of the following four age ranges that covers the age range you currently work with and provide knowledge evidence for the points listed
19How to promote children’s development from Birth to 3 years, how and why you:
a)Provide a healthy, safe, secure and encouraging environment in partnership with families
b)Work within frameworks to support inclusion and anti-discriminatory practice
c)Ensure the close and consistent relationships required for this age range and the implications for babies and very young children whose attachments are not secure
d)Manage and organise environments for babies and young children that facilitate emotionally secure attachments and encourage emotional well-being and intelligence
e)Provide programme and activities to support intellectual development and learning, covering:
Attention
Concentration
Persistence
Exposure to different and varied concepts
Motivation
Challenging and stimulating learning and love of learning
f)Provide programmes and activities to support communication, language and literacy, including:
Verbal and non-verbal communication strategies
Listening, watching, talking, early recognition of print, mark
making, including strategies for use with children experiencing
barriers to developing literacy
Adapting strategies where learning is through an additional
language
Adapting strategies where there are communication barriers
Bilingual; and multilingual settings
Using ICT
g)Encourage realistic, positive, consistent and supportive responses to children’s behaviour
h)Adapt your practice and support all children for whom you are responsible, including those with disabilities and special educational needs
i)Model good practice and support other adults involved in service delivery
NB.Only 1 of the age ranges needs to be selected. Select the one that covers the age range you currently work with. / Enter Evidence Numbers
19How to promote children’s development from 3 to 7 years, how and why you:
a)Provide a safe, secure and encouraging environment
b)Develop positive and consistent relationships
c)Provide opportunities for children to assess and take risks and face challenges
d)Work within a framework for inclusion and anti-discriminatory practice, meeting individual and group needs
e)Adapt your practice and model to others how support can be given to all children in your care, including those with disabilities and special educational needs
f)Provide programmes and activities to support intellectual development and learning covering:
Attention
Concentration
Persistence
Exposure to different and varied concepts
Motivation
Challenging and stimulating learning and love of learning
g)Provide programmes and activities to support communication, language and literacy including:
Verbal and non-verbal communication strategies
Listening, watching, talking, early reading and writing,
strategies for use with children experiencing barriers to
developing literacy
Adapting strategies where learning is through an additional
language
Adapting strategies where there are communication barriers
Bilingual and multilingual settings
Using ICT
h)Provide appropriate resources for learning
i)Support frameworks for positive behaviour, including modelling positive behaviour, rewarding positive behaviour, non-confrontational techniques such as distraction, explanation, removal of children or items, removal of adult attention
j)Model good practice and support other adults in involved in service delivery
NB.Only 1 of the age ranges needs to be selected. Select the one that covers the age range you currently work with. / Enter Evidence Numbers
19How to promote children’s development from 7 to12 years. You need to know how to:
a)Provide a secure, encouraging and supportive environment that promotes a positive identity
b)Provide opportunities for children to assess and take risks and face challenges according to their age, needs and abilities
c)Answer questions with sensitivity, encouraging independence and being available in a supportive role
d)Recognise the influences of media, peer group and school and support children’s self-confidence and resilience
e)Give meaningful praise and encouragement
f)Support children’s development and learning by providing opportunities for exploration and diverse experiences (physical, intellectual, emotional and social)
g)Encourage a wide range of communication strategies, including use of books, ICT
h)Adapt strategies for children where learning is through an additional language or where there are communication difficulties
i)Model good practice and support other adults involved in service delivery
j)Promote children’s health and well-being
k)Recognise and acknowledge children’s particular needs as they go towards puberty and adolescence
NB.Only 1 of the age ranges needs to be selected. Select the one that covers the age range you currently work with.
19How to promote young people’s development from 12 to 16 years. You need to know how to:
a)Provide an encouraging, safe and emotionally secure environment that recognises approaching adulthood and supports a positive identity
b)Provide opportunities for children to assess and take risks and face challenges
c)Answer questions with sensitivity and be available in a supportive role
d)Negotiate and communicate with children, valuing and incorporating their opinions and views
e)Encourage a wide range of communication strategies, including ICT
f)Recognise the influences of media, peer pressures and popular culture and support children’s self confidence and resilience
g)Provide information and support for young people’s health and well-being
h)Identify sources of support and information as young people make career, education and training choices, being aware that some will require basic skills support
i)Recognise and acknowledge children’s particular needs as they go through puberty and adolescence and become adults
All candidates should provide evidence for the following knowledge points: / Enter Evidence Numbers
20Support children through transitions in their lives *
21Strategies that are available for the promotion of positive behaviour, that do not involve physical punishment or humiliating children and are sensitive to the level of challenge in the child’s behaviour
22. The value and use of common assessment frameworks and integrated children’s systems in terms of recording and sharing concerns about individual children’s development according to the requirements and legislation of your home country

* Examples of supporting children through transitions in their lives:

Children from 0 to 3 years as they make transitions from home, between settings or areas (geographical or emotional)
Children from 4 to 7 years as they make transitions such as moving to a new school
Children from 7 to 12 years as they make transitions i.e. as they move between different settings

Children from 12 to 16 years as they make transitions e.g. recognise and acknowledge children’s particular needs as they go through puberty and adolescence and become adults

CCLD 403.1Support procedures for the regular monitoring and assessment of children’s development

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Co-ordinate procedures (or support others) in the regular observation, assessment and review of children’s development
2Clearly define the roles and responsibilities of those involved
3Ensure sufficient time and resources are allocated to support regular observations and assessments
4Ensure children and families are involved and consulted about observations and assessments
5Ensure assessments of children are valid and reliable, drawing on a range of different information sources and supporting colleagues who are involved
6Develop, or support others to develop, the use of different methods for observing and assessing children according to the purpose of the assessment

CCLD 403.2Ensure provision meets children’s developmental needs