Support positive practice with children and young people with speech, language and communication needs. — City and Guilds of London Institute Vocationally-Related Qualification Childcare & Early Years Revision

    This subtopic focuses on implementing positive, child-centred approaches to support children and young people with speech, language and communication needs

    Topic Synopsis

    This subtopic focuses on implementing positive, child-centred approaches to support children and young people with speech, language and communication needs (SLCN). It covers collaborative working with specialists, applying targeted strategies, and addressing social, emotional and cognitive development. Practitioners learn to place the child’s voice and rights at the core of professional practice, ensuring inclusive and effective support.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support positive practice with children and young people with speech, language and communication needs.

    CITY AND GUILDS OF LONDON INSTITUTE
    vocational

    This subtopic focuses on implementing positive, child-centred approaches to support children and young people with speech, language and communication needs (SLCN). It covers collaborative working with specialists, applying targeted strategies, and addressing social, emotional and cognitive development. Practitioners learn to place the child’s voice and rights at the core of professional practice, ensuring inclusive and effective support.

    1
    Learning Outcomes
    3
    Assessment Guidance
    4
    Key Skills
    1
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 3 Extended Diploma in Children's Care, Learning and Development (NI)

    Topic Overview

    The City & Guilds Level 3 Extended Diploma in Children's Care, Learning and Development (NI) is a comprehensive vocational qualification designed for those pursuing a career in early years education and childcare in Northern Ireland. It covers the core knowledge and skills required to work with children from birth to five years, including child development, safeguarding, play and learning, and professional practice. This diploma is equivalent to three A-levels and provides a solid foundation for roles such as early years educator, nursery manager, or further study in higher education.

    This qualification is structured around mandatory units that explore theoretical perspectives on child development, the importance of play, and the legal and regulatory frameworks governing childcare in Northern Ireland. Students also develop practical skills through work-based placements, enabling them to apply theory to real-world settings. The diploma emphasises the holistic development of children, including physical, cognitive, social, and emotional growth, and prepares students to support children with additional needs.

    In the wider context of early years education, this diploma is highly valued by employers and universities. It aligns with the Early Years Foundation Stage (EYFS) framework and the Northern Ireland Curriculum, ensuring that graduates are well-prepared to meet the demands of the sector. By completing this qualification, students gain a deep understanding of how to create safe, stimulating environments that promote children's learning and well-being, making a positive impact on children's lives.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child Development Theories: Understanding key theorists such as Piaget (cognitive development), Vygotsky (social constructivism), Bowlby (attachment theory), and Bandura (social learning theory) and how they apply to practice.
    • →Safeguarding and Child Protection: Knowledge of legislation like the Children (Northern Ireland) Order 1995, recognising signs of abuse, and following safeguarding procedures.
    • →Play and Learning: The role of play in development, types of play (e.g., sensory, imaginative, physical), and how to plan play-based activities that support learning outcomes.
    • →Observation, Assessment, and Planning: Using methods like the Leuven Scales, learning journeys, and the EYFS observation cycle to assess children's progress and plan next steps.
    • →Inclusive Practice: Supporting children with special educational needs and disabilities (SEND), promoting equality and diversity, and adapting activities to meet individual needs.

    Learning Objectives

    What you need to know and understand

    • Understand the concept of positive practice when working with children and young people with speech, language and communication needs, Know how to work alongside speech, language and communication specialists to use appropriate strategies and targets to support children and young people, Be able to place children and young people at the centre of professional practice when working with children and young people with speech, language and communication needs, Understand how to work with others to support the social, emotional and cognitive needs of children and young people

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly explaining what positive practice means in the context of SLCN, including reference to strengths-based, non-judgemental and inclusive approaches.
    • Evidence must show how the learner has collaborated with speech and language therapists or other specialists, using agreed strategies and targets in their daily practice.
    • Assessors should look for demonstrable ways the learner ensures the child or young person is actively involved in decision-making, reflecting child-centred professional practice.
    • Look for specific examples of how the learner works with families and multi-agency teams to support the social, emotional and cognitive needs associated with SLCN.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When describing strategies in coursework, always name the specific speech, language or communication need and explain how the chosen strategy is tailored to that need, referencing professional guidance.
    • 💡Use case studies or real practice examples to demonstrate child-centred practice, showing how you sought the child’s views and adapted support accordingly.
    • 💡For higher marks, critically reflect on the challenges of multi-agency working and how you overcame barriers to collaboration.
    • 💡Use specific examples from your placement to illustrate theoretical concepts. For instance, when discussing attachment theory, describe a child's behaviour during transitions and how you supported them.
    • 💡Always link your answers to relevant legislation and frameworks, such as the EYFS or the Children (Northern Ireland) Order 1995. This shows you understand the regulatory context.
    • 💡When evaluating, consider both strengths and weaknesses of approaches. For example, when discussing a child development theory, mention its limitations and how it applies to diverse settings.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing positive practice with simply being encouraging, without linking it to evidence-based strategies or individualised support plans.
    • Failing to differentiate between the roles of the practitioner and the specialist, leading to either overstepping or not implementing recommended targets.
    • Overlooking the need to adapt communication methods to the child’s specific needs, instead relying on a one-size-fits-all approach.
    • Neglecting to document or evaluate the impact of strategies, which weakens evidence for both learner progress and professional accountability.
    • Misconception: Child development happens at the same rate for all children. Correction: While there are typical milestones, each child develops at their own pace. Practitioners must avoid comparing children and instead focus on individual progress.
    • Misconception: Play is just for fun and not a serious learning tool. Correction: Play is a fundamental way children learn. It supports cognitive, social, and emotional development. Practitioners should plan purposeful play that aligns with learning goals.
    • Misconception: Safeguarding is only about protecting children from abuse. Correction: Safeguarding also includes promoting children's welfare, preventing harm, and ensuring safe environments. It involves daily practices like risk assessments and health and safety.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of child development stages (e.g., from GCSE Health and Social Care or Child Development).
    • •Familiarity with the Early Years Foundation Stage (EYFS) framework or the Northern Ireland Pre-School Curricular Guidance.
    • •Experience working or volunteering with young children, which helps contextualise theoretical learning.

    Key Terminology

    Essential terms to know

    • Understand the concept of positive practice when working with children and young people with speech, language and communication needs, Know how to work alongside speech, language and communication specialists to use appropriate strategies and targets to support children and young people, Be able to place children and young people at the centre of professional practice when working with children and young people with speech, language and communication needs, Understand how to work with others to support the social, emotional and cognitive needs of children and young people

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in CITY AND GUILDS OF LONDON INSTITUTE vocational Childcare & Early Years

    E2E stub concept

    View Topic

    E2E stub concept

    View Topic

    Care for the physical and nutritional needs of babies and young children.

    View Topic

    Child development from conception to 7 years

    View Topic