Support children and young people to have positive relationships
This element equips practitioners with the skills to foster positive relationships crucial for children’s emotional, social, and cognitive development. It covers the theoretical underpinnings of attachment and peer interaction, practical strategies for enabling children to form and sustain friendships, and interventions for managing conflicts or social exclusion. Mastery ensures practitioners can create inclusive environments that promote well-being and resilience.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The AABPS Level 3 Diploma for the Children and Young People's Workforce (QCF) is a vocational qualification for those working in childcare and early years settings. It covers child development from birth to 19 years, safeguarding, communication, and professional practice, preparing learners for roles such as early years educator or teaching assistant.
Topic Overview
This diploma covers the knowledge and skills required to work with children and young people from birth to 19 years in various settings, including nurseries, schools, and residential care. It integrates theoretical understanding of child development with practical application, emphasising safeguarding, equality, and partnership working.
The qualification is structured around core units such as 'Child and Young Person Development', 'Safeguarding the Welfare of Children and Young People', and 'Communication and Professional Relationships'. Learners must also complete optional units tailored to their role, such as supporting children with disabilities or promoting healthy lifestyles.
Mastering this diploma requires a deep understanding of developmental milestones, legal frameworks (e.g., Children Act 2004, EYFS), and the ability to reflect on practice. It is essential for those pursuing careers as early years educators, childminders, or teaching assistants, and provides a foundation for further study in childhood studies or social work.
Key Concepts
Core ideas you must understand for this topic
- →Holistic development: physical, cognitive, communication, social, emotional, and behavioural growth are interconnected.
- →Safeguarding: legal duty to protect children from harm, including recognising signs of abuse and following procedures.
- →The Early Years Foundation Stage (EYFS): statutory framework for learning, development, and care for children from birth to 5 years.
- →Partnership working: collaborating with parents, carers, and other professionals to support the child's well-being.
- →Observation, assessment, and planning: cycle used to track progress and tailor activities to individual needs.
Learning Objectives
What you need to know and understand
- Understand the importance of positive relationships for the development and well being of children and young people, Be able to support children and young people to make and maintain positive relationships, Understand how to support children and young people when there are relationship difficulties
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating how positive relationships contribute to a child's sense of belonging, self-esteem, and ability to learn, with reference to relevant theories (e.g., Bowlby's attachment theory).
- Evidence must show the candidate proactively models and encourages prosocial behaviours, such as turn-taking, sharing, and empathy, during daily interactions and planned activities.
- Assess the use of age-appropriate conflict resolution strategies, including active listening, restorative conversations, and helping children negotiate solutions autonomously.
- Look for the ability to identify and support children experiencing social isolation, including adapting the environment and collaborating with families/colleagues to implement targeted interventions.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering scenario-based questions, always link your response to the specific developmental stage of the child, citing how relationship-building strategies differ between early years and adolescence.
- 💡In written assignments, use reflective accounts to showcase how you have applied theoretical knowledge (e.g., social learning theory) to real practice, providing concrete examples of successful outcomes.
- 💡For observations, ensure you create natural opportunities for children to collaborate—assessors will look for subtle facilitation, not lecturing, so embed support within playful, everyday routines.
- 💡Use specific terminology from the specification, e.g., 'scaffolding', 'attachment theory', 'persona dolls'.
- 💡Always link theory to practice: after stating a concept, give a concrete example from a setting.
- 💡In case study questions, refer directly to the information given and avoid generic answers.
Common Mistakes
Common errors to avoid in your coursework
- Confusing positive relationships with mere popularity, overlooking the quality of interactions and the importance of secure attachments for quiet or withdrawn children.
- Over-directing children's friendships, failing to allow organic social development and instead imposing adult-structured interactions.
- Misinterpreting normal peer conflicts as bullying, leading to unnecessary adult intervention that undermines children’s problem-solving skills.
- Neglecting to involve the child's voice when addressing relationship difficulties, resulting in solutions that lack relevance or buy-in.
- Misconception: 'Development happens at the same rate for all children.' Correction: Development follows typical sequences but varies in pace; each child is unique.
- Misconception: 'Safeguarding is only about protecting from abuse.' Correction: It also includes promoting health, safety, and well-being, e.g., accident prevention and online safety.
- Misconception: 'Play is just for fun and not educational.' Correction: Play is a key vehicle for learning; it supports all areas of development.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on core unit 'Child and Young Person Development' – create a timeline of milestones from birth to 19 years.
- 2Week 2: Study safeguarding policies and procedures; practice applying them to scenarios.
- 3Week 3: Revise communication and professional relationships; role-play interactions with parents and colleagues.
- 4Week 4: Review optional units relevant to your setting; complete past paper questions under timed conditions.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: e.g., 'Define holistic development.' – Answer precisely with key terms.
- 📋Case study questions: e.g., 'A child is showing signs of neglect. Describe the actions you would take.' – Follow safeguarding procedures step by step.
- 📋Essay-style questions: e.g., 'Evaluate the importance of play in early years settings.' – Structure with introduction, arguments for/against, and conclusion.
- 📋Observation and planning tasks: e.g., 'Based on the observation, plan an activity to support the child's language development.' – Link to EYFS and child's interests.
Command Word Expectations (AABPS (WITHDRAWN 21 JULY 2014))
What examiners look for when using specific command words in this specification
Provide a detailed account of characteristics or features. No need for evaluation; just factual detail.
Give reasons or causes; show how something works or why it happens. Use 'because' or 'therefore'.
Weigh up strengths and limitations, then make a judgement. Use evidence and conclude with a balanced opinion.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A child aged 2 years is observed playing alongside others but not interacting. Identify the type of play and explain its significance for development.
- 1.Step 1: Identify the play type as 'parallel play' (Parten's stages).
- 2.Step 2: Explain that parallel play is typical for toddlers aged 2-3 years.
- 3.Step 3: Describe significance: develops social awareness, imitation, and language without direct interaction.
Question: Describe two ways a setting can promote positive behaviour in children aged 3-5 years.
- 1.Step 1: State one strategy: use clear, consistent rules and positive reinforcement (e.g., praise).
- 2.Step 2: State second strategy: model appropriate behaviour and use redirection for unwanted behaviour.
- 3.Step 3: Explain how each supports self-regulation and social skills.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for AABPS (WITHDRAWN 21 JULY 2014) Support children and young people to have positive relationships
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development stages (e.g., from GCSE Health and Social Care).
- •Familiarity with key legislation such as the Children Act 1989 and 2004.
- •Some practical experience in a childcare setting (voluntary or work placement) is beneficial.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand the importance of positive relationships for the development and well being of children and young people, Be able to support children and young people to make and maintain positive relationships, Understand how to support children and young people when there are relationship difficulties
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