Cache Level 3 Diploma for the Children and Young

Peoples Workforce (QCF)

Child Development

o
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
Loose muscles that A babys first smile is a At this stage babies From early on babies There is very little moral
usually develop rapidly sign of have rapidly are able to recognise development at this
however holding up communication. At this developing brains so their primary carer early stage.
head is a sign of age there is little theyre able to from their scent. They
growing strength. verbal communication stabilise their head are beginning to form
Kicking and swatting apart from crying and and begin to track attachments with a
0 6 months
movements will cooing. movement with their select few people and
strengthen their neck eyes. Also babies feel comfortable
muscles. begin to have an around these
increasing awareness individuals.
of their surrounding
environment.
6 12 Primarily, the larger Communication at this This is where trial An awareness of At this age children
months muscle groups are those stage is largely non- and error learning others becomes begin to respond to their
that develop quicker verbal however the usually begins. apparent and one parents emotions and
helping the baby stand child may begin to Babies learn to such interaction respond better to adults
and so on, but the baby babble. The child will expect a reaction to between a baby and who are enthusiastic
will still not be able to make different noises what they have done. another party is and friendly.
balance properly. Thumb to try and get the At this young age smiling, and
apposition usually carers attention. children have an reciprocating that.
begins occurring extremely short Infants start to identify
between 7 and 11 attention span and with facial
months. At this age their short term expressions. During
some infants are able to memory is not yet this stage, children
support their own body developed. can adjust their crying
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
leaving their arms free depending on their
to develop their arm individual needs.
muscles. Some children Children can become
start to crawl at this scared when outside
stage which greatly their comfort zone.
strengthens their gross
motor skills.
12 24 Children become Children are able to Exploring is Children are looking The child has a greater
months increasingly mobile. join in simple songs as becoming easier and to complete some desire for independence
Babies are still their language is children will begin to basic tasks however they are able
developing their gross growing between 12 show signs of independently, for to show concern when
motor skills and from 18 and 18 months, some curiosity as they are example choosing their carer looks upset.
months onward, their are also able to sing looking for more than clothes or foods, This is the stage where
fine motor skills are along with their static play. Children however can easily the child begins to learn
developing and some favourite nursery between 18 and 24 be overwhelmed by about sharing and turn
are able to do more rhymes. Also they will months will start too much choice. At taking.
delicate tasks. Their start to follow wholly understanding cause this stage, individuals
pincer grip is maturing simple instructions. and effect, and they are becoming well
and they are able to pick Between 18 and 24 will use this to acquainted with
up small objects with months the baby will achieve an intentional routine and become
their thumb and likely start putting result, for example, upset when this is
forefinger while most small words together banging a drum and disrupted. Between
prefer to hold things with to make a basic hearing a loud noise. 18 and 24 months
their whole hands. sentence. children can have real
Toddlers also begin to difficulty displaying
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
develop their first teeth. their emotions and
can still have regular
tantrums or mood
shifts. They may also
start to show an
interest in role play as
their imagination
develops.
24 36 Balance is improving Children try to At this age children Children at this stage The child begins to
months and previously taxing communicate more become easily bored of development have develop an awareness
tasks like walking and frequently and words so play needs to be a vivid imagination. that hurting someone is
jumping are becoming become more relative and varied. Most still struggle with wrong and they may
increasingly easier. comprehensible and Typically at this age, being separated from show remorse.
Children will begin better linked. At this the average attention their comfort zone.
testing the boundaries of stage children develop span is 6 minutes. Lots of children enjoy
their physical abilities, a sound Children understand small world play and
and begin to kick a ball understanding of the concept of object taking charge of their
and enjoy participating words and can point to permanence. play; as a result there
in more physical an object when asked. is a large increase in
activities. It is more Children can become the childs social
beneficial for children to stressed when their interactions and the
be walking than being in thought process concept of sharing
a pram. Things like outpaces their and turn taking is
bikes and scooters are communication rigorously reinforced
excellent for improving abilities. by this process.
 Stage of
Development Physical
childrens balance
3 5 years At this age children Playing with other
should be able to climb,
run, walk, climb up and
down stairs and
participate in active play.
Sleep begins to play a
pivotal factor in
behaviour, learning and
development. At 5 years
old fine motor skills are
still developing, however
for some skipping is now
possible.
Communication
(including both Social, Emotional and
Intellectual Moral
understanding and use of Behavioural
language)
At 3 years old, simple Children are able to At this young age
children encourages tasks can be done play co-operatively childrens actions are
increased quickly. Children are with other children, motivated by gaining a
communication, usually interested in and so teamwork, reward or to avoid
through the use of buttons and enjoy turn taking, and punishment.
body language, facial getting a reaction sharing are all
expressions and from this. Their possible. Children will
vocally. When children attention span is usually be happy to
start school their gradually extending be left alone to play
vocabulary bank however they still get with friends, as they
increases rapidly. bored easily. From are becoming
Also, at the ages of the age of 3 onwards increasingly
between 4 and 5 is when why independent.
years old some questions are usually Separation, anxiety
children are able to first asked. and seemingly
write basic words and Investigative learning irrational fears are
sentences. Speech builds on trial and common as children
should be clear and error and enhances start school and find
children should natural curiosity if their way in a much
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
communicate with encouraged through wider community. As
confidence. play. Interacting with friendships develop
others will introduce they want to please
them to the different their friends and may
opinions, rules and pick up some of their
methods of play of characteristics in
their peers. However order to be more like
they may struggle them. This is normal
with understanding and they will find their
the different rules and own individuality
opinions and not be eventually.
overly willing to adapt
or adjust their ways
just yet

5 8 years During this time period Language and speech Children are capable Children are starting At this stage childrens
childrens fine motor should be well of understanding that to become more actions are primarily
skills develop rapidly. developed now and people may have settled in their school motivated by what
Co-ordination has vastly fluent. They will be different opinions and environment. Their others in society will
improved and because able to explain what that rules may apply peers become more think of them.
of this children are able they are thinking, tell a in some places but important and help
to move far easier. They story about a personal not in others (e.g. create a sense of
should be able to skip, experience and start running around is ok belonging. They may
hop, jump and run to make up fictional in the playground but define their
without too many stories. As children not in the classroom). friendships more by
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
problems, they can also are starting to write Around the age of 8 having a select few
start to learn to ride a and spell, they learn trial and error that are especially
bike as balance is well the rules of grammar learning is being important to them.
established. Most which can produce complimented by The fears and anxiety
children are also able to logical errors in predictions and of separation will
distinguish their right speech (e.g. we go-ed expectations. slowly subside as
from their left. Around instead of we went). they become more
the age of 7 or 8 Towards the latter end confident as an
strength and stamina of this time bracket individual and happy
take a surge forward children should be to embark on
around now and children able to give short activities alone, as
may find they have a answers when children find their own
talent for a particular questioned by an identity during this
sport or physical skill, adult, and should be period.
which leads to an able to control the
element of pitch, volume, and
competitiveness that tone of their voice
can develop in children. according to their
situation.
8 11 years Some children enter Communication skills Memory and attention They may have Whilst children are able
puberty as early as 9 are almost at adult are developing developed a core to differentiate between
and it is not uncommon level, and children rapidly and children group of friends with right and wrong their
for childrens bodies to have an extensive and are able to similar interests, morality is still very
start changing as varied vocabulary at concentrate on single however may feel much rule-based and
hormones surge. They their disposal. activities for pressure to fit in and can be quite black and
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
may sleep more and prolonged periods of can be easily white. Helping children
have a growth spurt and time. Children should influenced by peers. develop empathy
their taste in food may be able to read to a Developing their around this age can
change. This is the age good level and this sense of identity will have a massive impact
some children may start stimulates the be changing as they on their ability to form
to notice changes in imagination improves find themselves but and maintain mutually
their bodies and are vocabulary and also want to be like rewarding relationships
vulnerable to body communication skills. their friends. They are
image issues. At 10 and 11, children able to emotionally
are thinking in a more deal with conflicts
abstract way and can themselves, needing
develop an far less intervention
understanding of from adults.
hypothetical
situations.
12 19 years There are many physical Communication skills At the age of 18, the During this period Between the ages of 12
changes in the body, should be fully individual is children are likely to and 19 decisions are
due to puberty, during developed to an adult recognised as an have many friends made largely on internal
this stage, most notably level towards the end adult however the and sample many principles and feelings.
the growth of pubic hair of this period. brain is not fully different groups until
and the growth of the developed until the finding what is right
sexual organs. Around age of 25 generally. for them as their own
12 or 13 females begin personal identity is
their menstruation still developing.
cycles due to the
 Stage of Communication
(including both Social, Emotional and
Development Physical Intellectual Moral
understanding and use of Behavioural
language)
release of hormones
during puberty.

Explain what is meant by sequence of development

There is a definite pattern to the development of a child, for

example, a toddler being able to run before they can walk. However,
another child may be able to walk sooner than expected, skipping
the crawling period. Despite certain elements being missing, the
development still continues in whats considered a sequence of
development.

Why is it important
Explain what
to know
is meant
the difference
by rate of
between
development
the two?

Its important
Thetorateknow
of development
the differencerefers
between
to thethetimetwoperiod
because
in which
it a given
helps identify
child themanages
childsto needs
meet a during
particular
themilestone.
stages of For their
example, one
development.
childItsmay
important
be abletotoplan
walkeffectively
independently
ensuring
at 10themonths
child whereas
receives the
another
help they
mayneed
only inmanage
an areatothey
reachstruggle
this milestone
with. at 15 months.
If a child follows the sequence of development it allows the
parent/guardian to plan effective care. When documenting the rate
of development it helps you identify any irregularities.
Factors affecting a childs development

How do the following personal factors affect development?

 Explain what these mean and provide an example of how this
Factor
could influence a childs development
Health status is a holistic concept that is determined by more than the
presence or absence of any disease, physical or psychological. If a child
Health Status suffers with a physical impairment, such as a missing limb, it would stunt their
physical development and could lead to them feeling excluded from social
activities impacting on their emotional development.

A disability is a physical or mental condition that limits a person's movements,

Disability senses, or activities. If a child suffers from Type 1 Diabetes, their physical
development can be significantly slowed.

Poverty is the state of being extremely poor and deprivation is the damaging
lack of material benefits considered to be basic necessities in a society.
Poverty and Children from a poor background are not likely to be able to afford the same
deprivation opportunities as other children in their school, bearing the brunt of cruelty,
which can heavily impact a childs self-esteem and stunt their emotional
development.
Sensory impairment is when one of your senses; sight, hearing, smell, touch,
Sensory taste and spatial awareness, is no longer normal. Someone who wears
Impairment glasses is visually impaired; this can affect a childs intellectual development
as they may struggle to read and write setting them behind their peers.
A learning disability is a neurological disorder. Dyscalculia is a learning
disability that affects a persons ability to understand numbers and learn
Learning
simple mathematical practices. This impacts upon the individuals emotional
difficulties
development, as it can lead to stress and anxiety as they cannot keep up with
their peers and lack basic life skills.
Family A persons family environment is a primary social group consisting of parents
environment and their offspring, the principal function of which is provision for its members.
and family Everybodys family background is different and as result some children may
background clash over differing ideas about the best way to go about things. This can
hugely impact a childs emotional development as they struggle to form bonds
 with their peers.

Personal choices are the choices made by the individual in question. If a child
Personal decides to engage in extra curricular activities which leads to the enrichment
choices of many areas of development. Children may still need advice and support
from adults to make the right choices.
A childs care status refers to whether or not they reside with their birth parents
or someone in place of them for whatever reasons. If a child is in care, it has
Looked
the potential to both negatively or positively affect their development. Children
after/care
in care are usually monitored with regular school meetings and liaisons with
status
the relative authorities. Should any issues arise, they need to be immediately
resolved.
Education is the process of receiving or giving systematic instruction,
especially at a school or university. Children can arrive at school without any
previous education, for example, if they are from another country where
Education
education may begin later. They may come from a home schooling
environment, and they will need additional support settling into their new
setting.
Supporting Child Development within your role

How does each of the following enable you to support childrens development?

The organisation and environment can be adjusted accordingly to

meet a childs needs. The learning environment can be set up
Organisation and
with certain activities to encourage the development of fine motor
Environment
skills for example with the use of jars and bottles that are tricky to
open.
Care and routines will play a large part in all areas of
development. Depending on which area needs development, care
should be specifically adjusted to meet the needs of the
individual; someone with dyscalculia will not need the same care
as someone with dyslexia. Children in the younger stages of
Care and Routines
development, between the ages of 2 and 5, greatly benefit from
routine and structure. This helps aid their personal, cognitive and
moral development as they learn that there are rules and
procedures to be followed in school and certain things that need
to be done at certain times.
Children led activities aid development because they feel a great
deal of responsibility and pride when leading a group of their
Child led activities peers, strengthening their social and personal development. Also,
these activities are good for development because children have
a good idea of what they need to do for themselves.
 Adult led activities are an excellent aid for development because
Adult led activities they can be specifically tailored to improve a particular area of
development.

Children have an established emotional bond with their parent or

Involving parents and
carer and it will make them feel more comfortable in their given
Carers
setting.

Policies that are there specifically to ensure that children develop

in all of the relevant areas and so meeting them is the right way to
Meeting Polices and
make sure the child is at the right stage of development.
Following regulations
Regulations strengthen the progress of children as these are in
place to affirm the goals and policies that need to be met.
A huge part of child development is developing their own identity.
Supporting Childrens Supporting childrens rights and individuality is of paramount
Rights and individuality importance because without doing so, a child cannot emotionally
develop because they are not being allowed to be who they are.
The Importance of Speech, Language and Communication

Explain each of the following terms

Speech - the expression of or the ability to express thoughts and feelings by

articulate sounds.

Language - the method of human communication, either spoken or written,

consisting of the use of words in a structured and conventional way.

Communication - the imparting or exchanging of information by speaking,

writing, or using some other medium.

Speech, language and communication needs - We use the term speech,

language and communication needs (SLCN) in relation to children and young
people who have difficulty with some aspects of communicating. This difficulty
may be minor and temporary, or more complex and long term. The term needs
refers both to the childs or young persons needs and to what society can do to
support them, by looking at the child and the environments in which they play,
learn, communicate and live.

Explain how speech, language and communication work together to

enable effective communication
Being able to talk clearly helps one to understand what you are saying; if
the child cannot communicate his or her needs and wants they have to
establish another way of communicating that may not be verbal such as
pointing. Younger children may point, cry to communicate they are not
happy or upset. Tapping and eye contact are ways of communication
also, but without communication verbally you will have no interaction
with others. They all tie together to enforce interaction between people.
Without communication you cannot meet the needs of the child socially,
emotionally, physically and intellectually.

Explain how speech, language and communication skills support a childs development in each of the following areas.
Learning without speech, a child Emotional Development
will not be able to understand their A huge part of emotional
practitioner/parent/carer and so the development is the ability to
whole structure of learning will not communicate how you are feeling to
be in place. Language, with the others through the use of effective
inclusion of body language, is very speech. No matter the language
important because the child can level of the child, their
learn how to behave in social communication skills should be able
situations. Communication skills are to show how they are feeling; facial
vital as they can show understanding expressions and gestures are an
and comprehension of whatever the excellent demonstration of this.
children are being taught. For those
from challenging family
environments non-verbal
communication is one of the
most important ways of
communicating as they
may feel uncomforta-
ble otherwise.
 Behaviour Speech is an important Social Development
factor in developing a childs In order to develop relationships with
behaviour. With a sound level of their peers the child will need to use
language, a child should be able to speech, language, and
clearly communicate how they are communication skills in tandem.
feeling and why they have done a Speech will aid them in reaching out
certain action. Communication skills to other children, asking them simple
are an important part of developing a questions, Do you want to play? for
childs behaviour, because they have example. Non-verbal communication
to be able to understand certain skills play a huge part as well,
looks and phrases in order to because if a child is looking at
maintain an acceptable manner of somebody in a hostile way the child
behaviour. will feel uncomfortable and will stunt
them in forming relationships with
others. This is why it is important to
use communication skills to first
establish a connection.
Using the pictures to help you, identify play and activities that would support the development of speech, language and communication
Blowing bubbles is a fabulous activity for
strengthening non-verbal In the book corner a good activity to
communication. A lot of children are support the development of speech,
very happy around bubbles, and the language and communication is
smile on their face will communicate reading a book. This is because
that. Pointing and trying to pop the children can join in repeating phrases,
bubbles in strengthening their developing their speech and language,
communication skills. There is potential and through non-verbal communication
for language development, using words skills they can express their joy, or
like pop and bubbles. Theres also unhappiness through facial
potential for development of speech in expressions, pointing or noises.
using small sentences like I like the
Book
way they fly away Home
from me! Blowing
 There is potential for the improvement
of language during this activity as the
children may learn new vocabulary
during singing songs. Games and
outdoor play promote the development
of speech and communication skills;
children may ask others for a turn or to
share etc. Facial expressions and
pointing are a large part in this activity
also.

Singing, games and

Puppets are good for developing speech

as children tend to let their imagination
do the talking. They use their words to
paint a picture and paint a fictional
picture. Their communication skills are
also vital in this activity because they
are simulating the turn taking in
conversation with their puppets and eye
contact can confirm whose turn it is
next.
The dressing up area means children
have to ask others to share. They have
to use verbal communication to
converse, and ask if they like each
others outfits and so on. The outfits
will likely sparkPuppets
roleplay which means
some of the children who have a lower
language level can learn from those
who have a higher language level
during a conversation.
Dressing Up
Describe the potential impact of
speech, language and communication
difficulties on the overall
development of a child or young
person both currently and long term
If a child has a difficulty in any one of these areas, it would have an
impact on their current development because they may not follow the
expected sequence of development. The child will become frustrated with
not being able to communicate their feelings and may begin to show
negative behaviour. Children from difficult social backgrounds may
develop difficulties in some of these areas, causing frustration both ways
between their peers, and begin to affect their self esteem. Some of the
short term effects are a lack of confidence, difficulty in communicating,
finding it difficult to form friendships and being misunderstood by others.

Over a prolonged period of time, it can cause sustained communication

problems. The development of behavioural problems may become
apparent, and some children may be diagnosed with a particular problem.
Overall, the child with stunted speech, language and communication skills
will have reduced life chances and will struggle to be independent.
Explain how children and young people develop their speech, language and communication and
identify how this applies to children who are learning more than one language.
What does each of the following case studies tell you about how a childs speech
language and communication development unfolds?
You are concerned about a little boy you see who comes from a difficult
and challenging family background, Mum is a single parent and suffers
from depression,. The boy has just had his second birthday. When he
entered nursery he was not using any language at all, though his mum
reported that he uses some words like hiya, mummy and cat at
home. He played primarily with the sand and water and he didnt
appreciate adults trying to join in with his play. In the last couple of
weeks he has begun to attempt to use speech alongside pointing to tell
staff what he wants in the nursery and hes exploring much more of the
nursery.
At first the child seems to have a very basic language level, only
using short words at home. Due to the basic language level the
child has had to develop his non-verbal communication skills to
make himself understood. It shows that if a child cannot use
words to communicate they will rapidly realise that their
communication skills are important to show people what they
would like to do.

You have involvement with a little girl whose family speaks Hindi. She
has two older brothers who did not develop English until they were at
school although all children seem to have long conversations with their
parents in Hindi. The little girl has just started to attend nursery at 2
years old and seems very quiet and shy. You have not heard her say
anything in English but does say an occasional word that is not
understood by nursery staff.
Due to the fact that English does not appear to be the families
first language the young girl will likely encounter some difficulty
in her speech and language skills. She will quickly learn to
communicate with her practitioners by pointing and non-verbal
methods, and over time she will be able to be taught simple
words like book, toy, and sand when she points to them.
Following this she will be able to communicate with her
practitioners and they will gradually help the young girl develop
her speech and language levels.
Explain the factors that increase the risk of children and young people having speech language
Part 1: Working with
and communication needs. Under 3s

What does this How does it potentially leads

mean? to having speech language
and communication needs
 When a child cannot first
The child will not be
develop their communication
able to hear clearly
Hearing skills by listening and
and will have
difficulties repeating basic words, they
trouble interpreting
cannot properly develop their
others.
speech and language skills.
The child is from a If a childs parents do not
troubled home communicate properly with
Social
where there is likely them it means the child does
Disadvantage
a low level of not have the foundations for
communication. the development of speech.
If a child has to concentrate
A child has physical
exclusively on tasks such as
Physical impairment which
walking and so on skills such
difficulties (e.g. increases the
as speech and language can
cerebral palsy) difficulty of normal
fall behind the expected level
everyday tasks.
of development.
With conditions such as these,
A neurological
even basic tasks such as
Other disorder means
making eye contact during
conditions and verbal
conversation prove extremely
syndromes (e.g. communication is
difficult. Their speech and
autism, ADD) very difficult for this
language is often limited to a
child.
very basic level.
 In the most extreme cases,
An extreme event, trauma and abuse can cause
such as a sexual mutism; however in most
assault or a close cases it can leave children
Trauma/ Abuse family member with a very limited language
dying can leave a level and their speech is often
child in a state of very short and often about the
shock. events which occurred leaving
them in the current state.
Difficulties in
acquiring
Those that struggle to retain
knowledge and
basic information take longer
skills to the normal
to develop their
Learning level expected of
communication and language
Difficulties those of the same
skills as they take longer than
age, especially
the average child to absorb
because of mental
very basic language.
disability or
cognitive disorder.
Family History A family with a If a child does not receive the
of SLCN history of needs foundations of speech,
with Speech, language and communication
Language and skills at home from an early
Communication age, they will struggle later on
 and they will tend to stick with
their non-verbal
Needs.
communication for longer
than anticipated.
With the limited home
support, the things the child
Limited or poor This means that the has learned in their setting
home support and child will not receive will not be properly retained if
ability to promote
the primary skills not practiced at home. This
natural speech,
language and
necessary for can stunt the development of
communication development in all their speech and language
development areas. because the child is not
getting the right practice
using their new language.
Explain the different ways in which a child or young person may not follow typical speech and
language development.

Apraxia Childhood apraxia of speech (CAS) is a motor speech

disorder. Children with CAS have problems saying
sounds, syllables, and words. The brain has problems
planning to move the body parts (e.g., lips, jaw,
tongue) needed for speech. The child knows what he
or she wants to say, but his/her brain has difficulty
coordinating the muscle movements necessary to say
 those words.

Phonological disorder is a type of speech disorder

known as an articulation disorder.

Phonological
Children with phonological disorder do not use some
Disorders
or all of the speech sounds expected for their age
group.

Dysarthria is difficulty speaking caused by problems

controlling the muscles used in speech. A person with
Dysarthria dysarthria may be difficult to understand. In some
cases, they may only be able to produce short
phrases, single words, or no useful speech at all.
Stuttering is a speech pattern that contains an
abnormal amount of disruptions that stop the forward
Dysfluency
flow of speech due to their frequency or duration.
(stuttering)
 Young children often make speech errors. For
instance, many young children sound like they are
making a "w" sound for an "r" sound (e.g., "wabbit"
Articulation
for "rabbit") or may leave sounds out of words, such
Disorders
as "nana" for "banana." The child may have an
articulation disorder if these errors continue past the
expected age.
Children with this condition can't process what they
Auditory hear in the same way others do because their ears
Processing and brain don't fully coordinate.
Disorders

Aphasia is a condition that affects the brain and leads

to problems using language correctly.
People with aphasia make mistakes in the words they
Aphasia
use, sometimes using the wrong sounds in a word,
choosing the wrong word, or putting words together
incorrectly.