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ObjectivesIndividual Learning Session: Physical Development 3 - 5 years - understanding
At the end of this session you will:- understand the stages of a child's physical development, and to be able to directly relate them to children in your care
- understand how to promote children's physical development
- understand that not all children will develop at the same rate
The learning objectives in this session link in to the following units:- Childrens Induction Standards:
- 5.1 Attachment and stages of development:
- a - Have a basic understanding of how children of all ages form attachments, and how these attachments affect their development
- b - Understand the important developmental needs of the children and young people you work with
- 5.2 Supporting play, activities and learning:
- a - Know how to encourage learning and development in the children and young people you work with
- b - Explain how play, hobbies and interests are important in children's and young people's learning and development
- c - Explain the importance of setting appropriate routines for children and young people
- 5.3 Observation and judgement:
- a - Know the purpose of observing a child's or young person's behaviour
- b - Understand why children and young people you work with might behave in unexpected ways
- 5.4 Understanding contexts:
- a - Understand the importance of seeing a child or young person you work with as part of a wider family, caring or social network
- b - Understand the contribution family, caring and social networks make to the development of children and young people
- 5.5 Transitions (Transitions are stages in children's lives - some are general, some are individual):
- a - Have a broad understanding of what 'transition' means in relation to the children and young people you work with
- b - Understand the significant milestones which mark transition in the lives of the children and young people you work with
- c - Know how the children and young people you work with respond to the social changes they face in their lives
- d - Understand how to support individual children and young people through transition
- 5.6 Supporting disabled children and children with special educational needs:
- a - Know what the 'social model of disability' means in relation to your work
- b - Understand the needs of children and young people who are disabled or have learning difficulties
- c - Understand the need to adapt activities and experiences so individual children and young people can take part
- d - Understand how you might support children and young people with special educational needs, and their families, in relation to your work
- Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings:
- Group B - optional:
- 00c.1 - Human growth and development
- Intro MU 1.7 - Introduction to children and young people's development
- Intro OP 1.12 - Introduction to the development of children and young people through play
- Level 3 Diploma in Commissioning, procurement and contracting for care services:
- Group B - optional:
- CYP M3.1 - Understand child and young person development
- Level 5 Diploma in Commissioning, procurement and contracting for care services:
- Group B - optional:
- MU5.2 - Understand children and young person’s development
- Level 5 Diploma in Leadership for HCS and CYP: Children and Young People’s Residential Management:
- Children and Young People’s Residential Management:
- MU5.2 - Understand children and young person’s development
- Level 5 Diploma in Leadership for HSC & CYP: Children and Young People’s Advanced Practice:
- Children and Young People’s Advanced Practice:
- MU5.2 - Understand children and young person’s development
- Level 5 Diploma in Leadership for HSC & CYP: Children and Young People’s Management:
- Children and Young People’s Management:
- MU5.2 - Understand children and young person’s development
- Level 7 Diploma in Commissioning, procurement and contracting for care services:
- Group B - optional:
- MU5.2 - Understand children and young person’s development
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