Understanding Child and Young People Development in Residential Care

This assignment, designed for a Level 4 Higher Apprenticeship in Residential Childcare, explores the multifaceted aspects of child and young people's development within residential care settings. It delves into the influences of both personal factors, such as health, disabilities, and learning difficulties, and external factors, including poverty, family environment, neglect, trauma, and personal choices. The assignment further examines how theories of development, like Piaget's cognitive theory, inform and shape current practices in residential childcare, providing examples of their application. The student demonstrates an understanding of the complex interplay of these factors and their impact on the well-being and development of children and young people in care, emphasizing the importance of tailored support and intervention strategies.

Level 4 Higher Apprenticeship
Children, Young People and Families Practitioner Residential Childcare Pathway
Unit RCC 3.1
Understand the development of children and young people in residential care
Workbook 2
Learner Name:
Date:
LO2
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 the following
personal factors.
Health Status
Health is very important factor in young people’s development. It is
quite concerning issue for young people and for their future. If there
is good healthy body, then their chance of having healthy mind too.
Health status is a major factor which decide physical, mental,
educational development of young people. Recently intergenerational
foundation[www.if.org.uk] has done research about the key issues
affecting the people’s health. The key finding of this research suggest
that with evidence that early infant and childhood health has a strong

deterministic impact on the level of health and wellbeing that a
person is likely to enjoy as an adult.
Disability
Equality Act 2010 defines disability if you have a physical or mental
impairment that has a substantial and long-term negative effect on
your ability to do normal daily activities.
Physical and mental fitness is important in children’s development.
Physical disabilities may affect by restricting children’s play in variety
of ways. Mental or cognitive disability put restrictions on the
intellectual skills where young people can struggle to develop their
own interpersonal skills.
Sensory
Impairment
Sensory impairment is when one of our senses hearing, smell, touch,
test, sight, and spatial awareness is no longer normal. For example, if
young person has visual impairment, then he /she won’t be able to
see, read and write. He/she can become dependable and always
need extra support. It can affect daily activities like walking, crossing
the road. Having no ability to see, they might get frustrated and it
can lead into depression or mental health.
That’s why getting help with necessary resources on time is very
important for their development.
Learning
Difficulties
Learning difficulties make an overall impact on the young people’s
development, including their social physical and cognitive skills.
If young people have dyslexia or impairment needs, their problem
with speaking, listening, reading and writing makes it difficult for them
to process information and everyday learning material. It can be hard
for them to do day to day activities. They may struggle with small
necessary things in life. It may affect their confidence, competency to
do something, capacity and ability to do the things. Having learning
difficulties may put young people in the big risk of losing social as
well as intellectual skills.
2.2 Explain how children and young people’s development is influenced by the following
external factors.

Poverty and
deprivation
Food, drink, shelter, sleep and oxygen are the fundamental needs to
life. If there is lack of availability of the fundamental things to survive.
If children and young people are facing extreme situation of poverty
and deprivation, then there development can be severely affected as
they do not have access to proper resources which can help them in
growing. Because of poverty they will be unable to get proper
education, which the reason for their undeveloped growth. But the
poverty does not mean that having no availability of fundamental
things.
The poverty line in the UK is defined as a household income below
60% of the average. This threshold is currently around £195 a week
for a lone parent with two children.
[www.nourishcommunityfoodbank.org.uk]
Four million children live in poverty in the UK, one of the worst rates
in the industrialised world. Deprivation poverty can blight children’s
well-being and their future life chances. This can affect their well
being as there are no availability of adequate resources that can
assist them in growing. Also many children are living in deprived
areas where they have no money and access to advanced
technology which is laying negative impact on their development.
For example, children living in poverty are more likely to have poor
physical and mental health and less likely to achieve their potential
at school and in employment. [www.childrenssociety.org.uk]
Children and young adults because of poverty and deprivation is
also facing problems like high rate of infant mortality. This is
because mothers of children do not have access to better health and
service facilities, they are unable to provide them with better
treatment because of which more and more number of children and
young adult are dying. Other significant factor which is affecting
children and young adults includes low life expectancy, this is
because of they are deprived of basic amenities like food, shelter
and clothing.

Family
environment and
background
Family environment and background can be a major factor which
can affect the children’s development. Young person’s or child’s
early home environment has a long-term effect on development.
Family’s culture, race, religion may impact on thinking and their own
development. Home environment is a stimulator in child’s mental
health development. Calm and loving home allows children to focus
on improving their abilities.
In order to have proper development of children and young adults
family support us also been needed. Like for example they can
make their children attend music and sports lesson which will
enhance their learning abilities and skills. Family can also give them
access to high quality of education so that young children can grow
perfectly.
If family do not support their children it also lay negative impact on
their development, like for example it can reduce morale and
aspirations of children. They need to also provide students with
proper books and resources so that there ability to think rises.
Neglect
Neglect is the persistent failure to meet a child's basic physical
and/or psychological needs, likely to result in the serious impairment
of the child's health of development.
[assets.publishing.service.gov.uk]
Neglect may involve a carer or parent failing to adequate food,
shelter and clothing, protect a young person from physical and
emotional harm, ensure adequate supervision, ensure access to
appropriate medical care. Children and young adults can become
negative and aggressive, this can reduce their ability to learn new
things.
If child’s basic needs are being neglected by parents then this can
lay severe impact on mind of children, they might develop feelings of
aggression in then. They might get engaged in unnecessary fights
that can severely impact their development process.
Trauma
When children are abused and exploited, they believed that they are
bad, and the world is terrible and unsafe. Trauma impairs the normal
development of the nervous system, the immune system and the
body’s stress response system. If children are affected by trauma it
does affect directly on their development. Because of trauma
children lose their ability to think this can affect development of
young adults.
Trauma can be emotional as well as physical, if their basic needs
like food shelter clothing are not being fulfilled then this can lay
impact on their physical as well as mental ability. This aspect can lay
negative impact on day to day activities of child.
Grief and Loss
Grief is natural response to loss. It is the emotional suffering we feel
someone we love is taken away.
For young people it can be a big loss; it may be harder for them to
go through the shock. They may experience all kinds of difficult and
unexpected emotions from anger or shock to disbelief, guilt and
profound sadness. It is harder for children and young adult to

overcome form grief and loss as they are way more sensitive than
others.
Young people can get badly affected from it. there is normal
timetable for grieving. Some young people may start to feel better in
weeks, months or years. It is important to be patient to allow the
process naturally to unfold. It affect their development by making
them lose their ability to think.
Personal choices
There are two factors may involve in personal, positive factors and
negative factors. Peers can have huge impact on the personal
choice of young person. If child is with good friends, it can have
positive impact on personal development. Like for example if there
friends are smoking, then young adult might get influence which will
affect their development process.
If child or young person is engaged with friends who smoke it may
impact negatively for example-Drugs, Smoking, Alcohol. These can
have dramatic effect on child’s development. As they will also start
smoking
That’s why personal choices make the big difference in young
people’s lives.
If they join a sports team then this can positively influence
development of young people. Like they have the ability to learn
competitive spirit through it.
Looked after/care
status
If child is living in Residential care home and looked after by public
authority or private company, there might be chance where child feel
secondary than others. They previously they might have faced
terrible situations that might have affected on them mentally as well
as physically.
For child development there is need of love and warmth from own
family which helps a lot in child development specifically cognitive
skills.
As per the children Act 1989 a child get the legal status as a looked
after child. Local authorities do provide all facilities but having no
own family and people impact on the child’s development. If proper
care is not being provided young people might feel neglected
affecting their development.
Young people who have been looked after are more disadvantaged
and face more difficulties than their peers in achieving
independence. They become independent at a younger age and
have to cope with major changes in their lives in a much shorter time
and with less support than their peers. This can lay severe impact
on their development.

Education
Education is a crucial factor in young people’s development. We
learn basic skills of life through education. Education is one of the
important needs of life.
A young person’s education starts with birth well before he joins the
school but to have that need responsible parents and good family
environment which is required for child’s development.
Family income may effect on young person education as income
can major determinant of the education and good schooling for the
child. A rich and colourful environment that keeps a baby busy is the
foundation of their physical, cognitive and social development.

2.3 Explain how the following theories of development and frameworks to support development influence current practice in residential
childcare.
Summary of Theory How the theory is applied in your practice
(give examples)
Cognitive (e.g. Piaget)
J Piaget (1896-1980) he was one the most influential
researcher in the area of developmental psychology
during 20th century.
There are two major aspects of his theory.
1]the process of coming to know
2]The stages we more through as we gradually acquire
this ability.
Piaget proposed four stages of cognitive development
which reflect the increasing sophistication of children's
thought:
1. Sensorimotor stage (birth to age 2)
2. Preoperational stage (from age 2 to age 7)
3. Concrete operational stage (from age 7 to age 11)
4. Formal operational stage (age 11+ - adolescence
and adulthood).
Each child goes through the stages in the same order,
and child development is determined by biological
maturation and interaction with the environment.
Although no stage can be missed out, there are
individual differences in the rate at which children
progress through stages, and some individuals may
never attain the later stages.
Piaget did not claim that a stage was reached at a
Cognitive approach enables young people as well as staff
members to understand the environment around them.
It is also helpful in a situation whereby the development of a
young people is an issue.
Theory informs practice in the form of function, and for them
develop. This will assist in knowing about the thought
process and belief of young people because of which
individual will be able to anlyse problems which are being
faced ny children.
Cognitive development really lay emphasis on child’s
learning abilities It helps them in thinking about learning,
memory and thinking skills. All cognitive advances clearly
impact upon a child’s learning abilities, and much of the
skilful part of a childcare professional’s role lies in
recognising these progressions in reasoning as they occur,
and then assessing when, and how, to introduce new
concepts and initiatives to further enhance development.

certain age - although descriptions of the stages often
include an indication of the age at which the average
child would reach each stage.
Psychoanalytic (e.g Freud)
Sigmund Freud‘s psychoanalytic theory of personality
argues that human behaviour is the result of the
interactions among three component parts of the mind:
the id, ego, and superego.
This “structural theory” of personality places great
importance on how conflicts among the parts of the
mind shape behaviour and personality. These conflicts
are mostly unconscious.
According to Freud, personality develops during
childhood and is critically shaped through a series of
five psychosexual stages, which he called his
psychosexual theory of development.
During each stage, a child is presented with a conflict
between biological drives and social expectations;
successful navigation of these internal conflicts will lead
to mastery of each developmental stage, and ultimately
to a fully mature personality.
This theory helps to understand and unfold why someone is
behaving in specific way. for example The young person has
experienced domestic violence and physically attacked by
parents in the past that’s why he does flinch if anyone
passes by next to him. This can develop ego and aggression
in young people because of which they can put up a step
which can negatively affect their development.
It has been analysed that id, is basically instant gratification
of basic physical needs. This is basically developed in
childhood when parents do not fulfil urges of their children.
They will not mind taking things from someone else even
though if they do not owe it. Also morale value needs to be
taught by parents like they need to make children
understand to keep their super ego aside. Children might not
feel shame or guilt over certain type of actions that has been
performed by them.
Summary of Theory How the theory is applied in your practice
(give examples)

Humanist (e.g. Maslow)
In psychology, Maslow 1971 well known pyramid of
human needs shows that people are driven to satisfy
their needs based on ascending priorities and the
priority is to meet our needs for primary care and
production. Maslow claimed that the ascending list of
needs represented a hierarchy where it was only when
one group of needs were satisfied that people were
motivated to move on to the next higher order of needs.
In practice it is very important to understand the needs of the
young people. This theory helps to prioritise the needs of our
young people.
Meeting the right needs at right time with right order is very
important.
As working with residential care unit, it is necessary to
provide them with basic care like food, share and clothing,
this will help young people and children in developing
positively.
Working with residential care it is the duty of care worker to
look upon the psychological needs of children as they have
low self-esteem and confidence. They must be motivated to
participate in behavioural therapy so that their confidence
gets boosted up. There needs to must be satisfied by order
of priority.
Social Learning Theory
(e.g. Bandura)
This theory is based on the idea that people learn from
own interactions
with others in a social context. Separately, by observing
the behaviours of others, people
develop similar behaviours. After observing the
behaviour of others, people assimilate and
imitate that behaviour, especially if their observational
experiences are positive ones or
include rewards related to the observed behaviour.
According to Bandura, imitation
involves the actual reproduction of observed motor
activities. (Bandura 1977).
In our practice it is very important we should be a role model
for young people. As per social learning theory we learn
from own interactions with others in social context. If we try
and interact in good manner by setting good examples for
them then they might imitate the same thing.
It can be a good practice to put this theory in practice. For
example, if staff can stop swearing it might help to set an
example to young people not to swear.
Summary of Theory How the theory is applied in your practice
(give examples)

Operant Conditioning
(e.g. Skinner)
Operant conditioning is a method of learning that occurs
through rewards and punishments for behaviour.
Through operant conditioning an individual makes an
Association between a particular behaviour and a
consequence [Skinner 1938 ]
We have placed an incentive system for our young person if
he does try not to swear during the day or minimises his
swearing words while he is talking he earns specific points
per day but if he does not follow the rule he is going to lose
some points where it is going to effect on his pocket money.
Behaviourist Theory
(e.g. Watson/Pavlov)
Watson believed that human behaviour resulted from
specific stimuli that elicited certain responses Watson’s
basic premise was that conclusions about human
development should be based on observation of overt
behaviour rather than speculation about subconscious
motives or latent and cognitive process.
The incentive system can be a very good example in my
practice for good behaviour there is a reward and for bad
behaviour there is no reward No reward can help to stop the
bad behaviour, I would say that incentive system itself helps
to create positive environment for the good behaviour.
Social Pedagogy
Social pedagogy is essentially concerned with
wellbeing, learning and growth it is underpinned by the
idea that each person has inherent potential, is
valuable, resourceful and can make a meaningful
contribution to their wider community if we find ways of
including them. This requires that we also tackle or
prevent social problems and inequality.
Local authority children’s residential care homes are the
good example of social Pedagogy in practice.
We work to provide the best care with set strategies by
considering behaviour problems and needs of young people.

LO 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 the
following different methods.
How the method is used to monitor and assess the development
of children and young people. (give examples)
Assessment
Frameworks Assessment framework is the process to identify children who have
additional needs assessed needs and strengths. This is to provide
them with a coordinated multi agency support plan to meet those
needs. Like for example a child having problem with swallowing,
understanding language, forming words, and sounds using spoken
language or coordinating facial moments then there is a need of
speech and language therapy to help child who have specific speech
and language difficulties.
Observation
Observation plays important part in assessment of children's
development. Observing young people in our care can help to
understand better their behaviour and needs. If we observe, how do
they speak, How do they act and respond in certain situation it can give
us a lot information to work out their needs.
Formal observation which is being done by health care professionals
when they are placed on tenure while informal observation includes
engaging personally observing young people and children.
If observations are based on true facts then it can be very easy and
effective to draw an inference. Observations are being recorded by
making use of narrative recording, in this children’s actions are
recorded particularly.
Standard
measurements
In case of young babies and children standard measurement charts are
very important to measure their physical and psychological growth as
per their age. Growth charts an essential component of the paediatric
toolkit. Assessment triangle is a term given to the way that a child or
young people are assessed.
This is to determine whether they are in need and what those needs
may be.
Doing this, the child or young person's best interests can be planned
for with regards to the child or young people's development these are
useful in deciding whether the child is reaching their expected

milestones.
Average height to weight chart for children can give an idea about
whether they are of average height or not. Height to weight charts for
girls and boys represent only a rough average and should be used in
conjunction with their growth. Average height and weight ratio for girl
differs. It has been analysed that in girl child average weight can be
7.3lb and 19.4 cm. Also in boy child of 12 months can have 20.4 lb and
height of 29.2 cm.
Information from
carer’s and colleagues
Passing information from one to another staff member and keeping the
continuity and flow in communication between the staff is the key of the
effective practice while working with young people. For example, if
incident happens and that information has not passed or given to
others the other member of staff won't be able to act in accordance
with the incident in order to help young person. It can count as a failure
of practice.
Every detail related to child and family’s needs to be recorded by
carer. Personal information like name, address, problem faced by child,
phone number needs to be recorded by care providers so that accurate
diagnosis can be done by them and also at the time of emergency they
can call them. Also supported that has been provided to family’s needs
to be recorded.
Listening to the child or
young person’s own
account of their
development.
Children and young people may be aware of their needs and are able
to communicate the support they would like to receive.
They may have strong opinions and they can communicate this if
professionals create the right atmosphere.
Direct feedback from young person can give the complete idea about
their requirements. It can be the easiest way to understand their
problems. It can be difficult with nonverbal young people but they can
use symbolic language too.
Yes, children do have a right to voice their opinion about life. By this
parents will be able to know about their choices. If they listen to it than
it can lay positive impact on development of child. Also it will reduce
ego in them that can be developed if parents do not listen to child
choices. Also addressing to child choices can help them in better
development of child which is really necessary for their growth. In this
communicating with child is really important so that their needs can be
known to parents.
3.2 Explain why observation within the monitoring and assessment process is
important.

Observations are an invaluable source of information which helps in the monitoring
and assessment process. observation can be the best way to collect the primary
data in order to analyse this situation or problem to achieve the desired outcomes
which are set for young people. It enables the child practitioner or other
professionals to understand young people as individuals. Observations play an
integral part of the assessment and planning cycle. Observations provide an
opportunity and assess information which can be very helpful while evaluating the
performance of young person’s development.
3.3 Explain how the following interventions can promote positive outcomes for
children and young people where development is not following the expected pattern.
How the intervention may promote positive outcomes
Social Worker Social workers play very important role while working with young
people and families. Wherever family and young people are
sorrow from safeguarding issues social workers may intervene in
order to help them.

They may help parents to find resources they need so that the
children can stay in the home safely. Sometimes if this is not
feasible then social workers have a hand in finding other
placements.
they also conduct training make referrals, advocating for young
people in order to provide them safe.
interdisciplinary teams they also provide support and therapy to
children who have experienced traumas, loss and family abuse.
they work with young people who have experienced serious
problems social workers have offices in public places. they
maybe station at one school or have responsibilities at several.
Speech and language
therapist
The role of speech and language therapy is very important in
child's development. if the child has communication problems the
therapist will treat by assessing speech, language &
communication, along with oral feeding and swallowing skills to
identify the different types of communication problems. There are
many different strategies therapist may use to help with speech
and language problems, for example articulation therapy,
language intervention activities, oral motor feeding and
swallowing therapy.
Their main aim is to work on the child's communication enabling
the child to progress and develop to the best of their ability.
Psychologist
Psychologists - our education psychologists are professionals
who support children who have behavioural problem or learning
difficulties. Their role is to work with the child who has difficulties
with learning and mental health issues to enhance the child's
overall learning, assist the teachers in understanding the child
psychological problem, providing training for teachers learning,
support assistants on all aspects of the child's development. if
needed work alongside the parent and carers in helping them
resolve the child difficulties at home and in school, for example
provide advice on any special educational needs. Educational
psychologist may direct with the child through counselling using
techniques to allow the child to open up about their fear’s,
problems or difficulties.
Psychiatrist
A psychiatrist can help with diagnosing and treating behavioural
and thought disorders in children. If child has autistic spectrum
disorder, then a child psychiatrist can be a very valuable member
on of the care team. children with autism may have other mood
or thoughts disorder. This can be managed with medication and
psychiatric intervention. Psychiatrist may advise a treatment plan
that may involve a child, child’s family or another group. A
treatment plan may either include a medication or behavioural
therapy in order to reduce negative behaviours. Psychiatrist can
also act as an advocate for a child with other doctors, school
professionals, agencies and other organisations.

Youth Justice
Youth justice system works towards to prevent offending and re
offending by children. Youth justice board plays important role by
monitoring the operation of the youth justice system and the
provision of you justice services Youth offending teams work
towards youth crime prevention, support people at police station
and in the court, supervise young people serving a community
sentence, keep in touch with young people if they are sentenced
to custody.
Physiotherapist
Physiotherapists are part of the therapy team that are available to
see children in schools. the therapist works with occupational
and speech and language therapists as part of the
multidisciplinary team with other professionals and support staff.
Physiotherapist can help to develop and maintain their CYP’s
mobility skills, joint range of moment, muscle strengths and motor
skills of children. they give advice on activities to help to improve
their access to the curriculum.
Nurse Specialist
young person can be developed iin the areas of physical skills,
learning through play, communication social /emotional skills an
everyday independence skill by getting proper assistance and
mental health care. They may liaise with others for example
therapist, schoolteachers and doctors.
Additional learning
support
It is very important to notice the early signs of additional learning
support while working with children and young people. A child is
said to have additional support needs if they need more or
different support to what is normally provided in schools or
preschools to children of the same age .on time additional
support contributes a lot in young people’s development. They
will be able to improve their skills and abilities which will affect
their development positively.
Assistive Technology
Assistive technology that helps children with learning disabilities
includes computer programs and tablet applications that provide
text to speech, speech to text, word prediction capabilities and
graphic organisers. It makes helps children to communicate,
interact and express their needs to others to make their life easier
and safe.
Health Visitor
Health visitor do help with providing health advice and health
education programmes. they do undertake developmental
assessments for children and help young people and families
with issues such as postnatal depression.
Health visitors do establish and address key health issues and do

referral to the liaison with other relevant organisations for young
people.
3.4 Explain how multi agency teams work together to address a child or young
person’s development needs.
Multi agency working is key to effective safeguarding and child protection
(Sidebotham et all 2016). Multi agency working Is an effective way of supporting
children and families with additional needs and helping to secure real improvements
in their life outcomes. It brings together practitioners from different sectors and
professions to provide an integrated way of working to support children young people
and families.
If a child needs support from his speech therapist, a social worker, teacher and
health workers, then a team of those professionals will be set up with the consent of
the child, young person and family and will work together to improve their lives.
team members will share information and support one another so the child's needs
are addressed efficiently and effectively. In some circumstances the multi-agency
team works together under one roof, in other cases they may operate virtually in all
groups. the practitioners will meet regularly to discuss the needs of the child or
young person to plan and deliver coordinated and targeted interventions.
multi agency working could involve anyone whose job or voluntary work puts them
in contact with children, young people and their families. it is likely to include people
from professional backgrounds including: social work, health, education, early years
youth work, police and youth justice.
It may also involve people from private sectors because the needs of children and
young people can be very different, the composition of multi-agency team will differ
from case to case. what is important is that each person brings with them their own
specialist skills expertise and insight so that the child or young person gets the best
support possible. a child with a speech problem would probably be seen first by the
health visitor at home who would then voice their concerns to a doctor, after being
seen by a doctor, the doctor would give a medical diagnosis. an if in their opinion the
child needed more specialist help, then they would refer the child to specialist clinic
for a more through diagnosis. If was the child hads been diagnosed with a specific
problem, than then help could be arranged with other professionals like speech
therapists. the child school or nursery would need to be aware of the child specific
problem and their specialist needs. this would be dealt with by the parent first, but
the SENCO would need to arrange an assessment an once an individual learning
plan had been drawn up, and class teacher and child parents had all agreed with it.
then the child would be introduced to what was going to happen and how everything
was there to help them.
Multi agency teams work together in order to enhance the skills and abilities and
learning pattern of young children. It has been analysed that if the child has problem
in speaking, language and communication can possess support. This team work
together so that the quality of life of child can be improved. In this they are engaged

in bringing PR actioners from different sectors so that support can be provided in
development of child. In this the multiagency team meets child and comes up in a
regular conversation with so that need of children and young person can be
analysed. If child with speech problem would probably will be diagnosed by health
visitor then if they found problem big, they could suggest child or their families to
consider health care professionals. They can also consider speech therapist in order
to enhance health outcome of individuals. It has also been analysed that child’s
nursery also needs to be made aware about the problem of child so that special
emphasis can be lay upon them. Multi agency needs to make sure that they have
accurate information about child’s behaviour.
3.5 Describe ways to ensure that day to day activities support the development of
children and young people.
I will be engaged in asking young people about what they want. Before we plan any
activity for children, we must make sure that we have to have through knowledge
about them. If we don't know enough about young people, the plan of activities won't
work for them. We have to identify that how they are different to the needs of
another.
We have to find out that how might arranged activity need adapting to meet their
needs, is there enough room for children to move around? is the equipment suitable
for all children?, for example is there special equipment for particular children, can
equipment be reached by all children, to promote independence. Do any of the
children require practical assistance, for example putting on an apron’s, moving to
the table.
It is very important to plan activities that can develop a Children’s creative skills. For
purpose of development. our own culture, gender identity, values, beliefs should not
effect on it.
In partnership with young people and children I can engaged in developing various
day to day activities with them like problem solving. I will be engaged in transforming
questions into projects. I will ask child to involve in number of theories and then will
ask questions on it so that there learning can be influenced.
LO4 Understand the importance of early intervention to support development
needs of children and young people.
4.1 Explain why the early identification of development issues is important.

Early identification of developmental issues can help to act early to make a real
difference in the young person’s life. early intervention can help children to improve
their abilities and learn new skills. Early intervention can change a child's
developmental path and improve outcomes for children families and communities.
Acting early give children a chance to receive the appropriate and the best chance
for a good outcome in the future.
Early identification of development issue is really important, so that difficulty can be
recognised as early as possible. This will assist care workers in identifying prompt
intervention which can assist them in providing support to child and their families. It
is really important to provide support to child at their early stage of life so that it have
a positive impact on children who are facing difficulty related to communication. It is
the responsibility of families to identify problem which is been faced by child at an
early stage. This can positively impact their development process. s
4.2 Explain why the early identification of speech, language and communication
delays and disorders is particularly significant.
Problem related to speech, language and communication are common among
children and young people. it may have a significant effect on their personal, social,
academic or vocational life. young person can quickly fall behind if speech and
language learning is delayed. An early identification increases the chances for
improving communication skills.
If we are able to recognise their difficulties or disorders quickly then we can do
prompt intervention to support children and their families to sort out their issues as
soon as possible. At right time help can change young people’s lives. Short term
effect includes that young people will be able to grow their social skills, and long term
impact will involve that they will be able to enhance their employability skills.
Child who has problem in communicating can face various short term as well as long
term impact. They will find it difficult to settle down among their social circle. They
might feel like that other young people will make fun of them. This can lay negative
impact on development of children. Long term impact can be that they might face
difficulty in pursuing their education. This can also lay negative impact on their
career aspects. So early intervention needs to be taken by families and care workers
They can also face problem of social anxiety. It has been analysed that
developmental language disorder can have them face high rate of social phobia.
This can impact development process of young people negatively. So special
emphasis must be laid on this by family members.

LO 5 Understand the effects of transitions on children and young people’s
development.
5.1 Explain how the following times of transition can affect children and young
people’s development.
Effect on development
Bereavement Bereavement: may involve sadness, depression, loss of self-
worth, value and direction in life. Supportive relationships can
provide consistency in the knowledge that talking,
communicating in ways that help a child come to terms with
that sense of loss is healthy. Loss because of death can be
relatively uncommon event for the young people. The
Bereavement experience that is face can enhance sadness in
young people, they can face various other unanticipated
emotions. They can also engage in doing some sort of
misconduct. The bereaved emotions can shift dramatically
from one state to another so health care professionals needs
to lay emphasis on this. It has been not two bereaved person
are same. Some young people can face emotional swing and
some young people can face problem of depression.
Entering/leaving care Leaving care to independence can be a crucial part of young
people’s lives. Young people in care settings ideally, they are
living in family with family members. To leave the family and
start new life is one the biggest challenge. They might feel
lonely and unsafe. They had to cope with difficult issues and
significant amount of change they may struggle to stay in the
job or their chosen activity. [www.jrf.org.uk/report]
Moving to new
school/college
When a family moves this can have an emotional impact on
child development when they move from one school to
another this can bring sadness in their moos. They can face
problem because children lose their friends, teachers. They
also lose their normal routine. This can negatively impact

development of young people.
Moving home / area
Families who frequently move house it may put children at risk
as well as moving several times can affect Children's Health
and psychological state. Moving home can lay negative impact
on development as they regularly needs to adjust in new are
and make new friends which can be really difficult for them.
Moving from one
activity to another
for young people change in activity can be a great
challenge .Young people who have emotional or
developmental issues it is very common to trigger a problem in
their behaviour by being asked to stop one thing and start
another.
Moving between a
range of care givers
regularly
Effective relationship between young people and care givers is
the key factor in children’s development. If the young person is
going to move between range of care services, it may affect to
build up a strong positive relationship with young people.
Puberty Puberty is when a child's body begins to develop and change
as they become an adult. Puberty can be difficult time for
young people. They need specific attention and help during
this time If the child is going through several transitions then
it’s difficult to keep them proper. During the time of puberty
child’s behaviour changes. Males are intended to become
more aggressive and also there is change in their hormonal
aspects. In females puberty hit different, they might become
more emotional and sensitive.
Long Term medical
conditions
Young people may suffer from long term medical conditions
like epilepsy, learning disability, autistic spectrum disorder.
Young people with these long-term medical conditions need
support during the transition process. It can be very difficult to
find the right support at right time. If there is no right support
available, then there can be long lasting negative effects on
young people lives. Like they can face life time of trauma.
Moving from Pre-
school to primary to
post primary
Transition is a period of change between one condition to
another. Moving child from preschool to primary or primary to
post primary can be challenging for parents as well as
children. It is very important for parents or cares to support
children in a positive way to avoid unnecessary anxieties. It
does not only focus on learning but includes routines social an
emotional aspect it is important to be mindful that every child
response to transitions differently some children may feel
excited while others may feel may be worried. Hence, it is

crucial for parents/cares and educators to work together to
implement transitioning activities.
If children may not get support, then they can suffer, and It
might impact on their development. Moving from one school to
another can really be traumatising in development of child.
They can get emotional and sad because children might lose
friends. They can also get problem in adjusting to changing
environment.
5.2 Evaluate the effect that having positive relationships during periods of
transition can have on children and young people.
In our care settings it very important that to have positive relationship with young
people we are working with because it can have positive effects on our set
outcomes. Before children come into care their relationships are fractured,
frightening, violent and abusive. in relation to children and young people living in
local authority care, several reviews have highlighted the vulnerability of children and
young people to exploitative and abusive relationships (Lerpiniere et al, 2013)
following are the effects may have on children’s behaviour and development in short
term as well as long term because of transition ,Outbursts of anger, Crying and
tearfulness, Clinginess/need for affection, Withdrawal Unreasonable behaviour
Tantrums in younger children Regression in behaviour Difficulty, sleeping Loss of
appetite Loss of motivation Lack of concentration. Self-harming, Withdrawal,
avoiding social contact, Lack of concentration, Not learning/developing Low self-
confidence and self-esteem Strained relationships. They are not in state to have any
kind of relationship with anyone. These children are away from normal life. Our
residential care homes provide opportunity to experience secure loving stable and
safe relationships. To maintain flow of gaining trust from others is a challenging and
time-consuming process for children as well as staff.
If the child is going to be replace from one to another placement, it can be disastrous
for child as well as for staff. Change in environment kills the meaningful relationships
have built by staff with children. [www.iriss.org.uk]
At my workplace, we have young person has been previously placed four times,
where I have personally notice that when he arrived , he entreated with a statement

saying that ‘No one cares’. It is obvious for him to say that because he has been
through in frequent transitions where he lost trust on a system where he did not get
placed in right place and he did not get a chance to build up the relationship with
anyone.
As a member of staff, it is my duty to record and report everything in order to keep
the data as an evidence of practice. As child get moved from one place to another.
Emotional support and trust needs to be provided to children so that they can
develop perfectly.
Documentary evidence itself portrays the evidence of practice. If we don’t have
smoothness in transition or lack of consistency, it does affect the whole practice of
building up relationships which revolves around young people. Lack of information
may affect to build up the positive relationship with young people.
References
1)Child and Young Person Development, n.d., accessed 13th October 2013,
< http://www.homelearningcollege.com/HLC/media/PDF/SampleMaterial/
ChildCare/NCFE-Level-2-Supporting-Teaching-And-Learning-Sample.pdf>
2 Ungar, M., Connelly, G., Liebenberg, L. and Theron, L., 2019. How schools enhance
the development of young people’s resilience. Social Indicators Research, 145(2),
pp.615-627.
3)Motivation of Children, University of Michigan n.d., accessed 14th October 2013,
<http://sitemaker.umich.edu/356.omo/young_child_motivation>
4)Patrick, Josh 2013, How Children and Young People’s Development Is Influenced by
a Range of Personal Factors, Livestrong.com (2013), accessed 13th October 2013,
<http://www.livestrong.com/article/523544-how-childrens-development-is-influenced-
by-external-factors/>

5)https://www.iriss.org.uk/resources/insights/supporting-positive-relationships-children-
young-people-experience-care
6) Lerpiniere J, Hawthorn M, Smith I et al (2013) The sexual exploitation of looked after
children in Scotland: A scoping study to inform methodology for inspection, Glasgow:
CELCIS