Maintain and support relationships with children and young people
This subtopic focuses on the practitioner's ability to interact effectively with children and young people, fostering trusting, respectful relationships through appropriate communication. It covers practical strategies for sustaining these relationships and actively supporting children's interactions with peers and other adults in the setting, ensuring a positive and inclusive environment.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The Highfield Level 2 Certificate for the Children and Young People's Workforce (RQF) is a foundational qualification for those starting a career in childcare or early years settings. It covers essential knowledge and skills for supporting children's development, safeguarding, and promoting positive outcomes, preparing learners for roles such as nursery assistant or childminder.
Topic Overview
The Highfield Level 2 Certificate for the Children and Young People's Workforce (RQF) is a nationally recognised qualification designed for individuals beginning their career in childcare or early years settings. It provides a solid foundation in understanding child development, safeguarding, and the principles of effective practice. This qualification is ideal for roles such as nursery assistant, childminder, or playgroup helper, and it serves as a stepping stone to higher-level qualifications like the Level 3 Diploma.
The course covers a range of topics including child development from birth to 19 years, safeguarding and child protection, communication with children and adults, and promoting equality and inclusion. It emphasises the importance of working in partnership with parents and other professionals to support children's well-being and learning. By the end of the course, learners are equipped with the knowledge and skills to provide high-quality care and support in a variety of settings.
This qualification is part of the wider Children and Young People's Workforce, which includes roles in education, health, and social care. It aligns with the Early Years Foundation Stage (EYFS) framework and other relevant legislation, ensuring that practitioners are up-to-date with current standards. Understanding this topic is crucial for anyone who wants to make a positive difference in children's lives and meet the regulatory requirements for working in the sector.
Key Concepts
Core ideas you must understand for this topic
- →Child development: Understanding the physical, intellectual, language, emotional, and social development of children from birth to 19 years, and the factors that influence it.
- →Safeguarding and child protection: Knowing the signs of abuse and neglect, and the procedures for reporting concerns to keep children safe.
- →The Early Years Foundation Stage (EYFS): The statutory framework that sets standards for learning, development, and care for children from birth to five years.
- →Equality, diversity, and inclusion: Ensuring that all children have equal access to opportunities and that their individual needs are met.
- →Working in partnership: Collaborating with parents, carers, and other professionals to support children's well-being and development.
Learning Objectives
What you need to know and understand
- Be able to communicate with children and young people, Be able to develop and maintain relationships with children and young people, Be able to support relationships between children and young people and others in the setting
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the use of active listening and age-appropriate verbal and non-verbal communication techniques that show respect for the child's views.
- Award credit for providing evidence of consistent, fair, and reliable interactions that build and maintain trust and emotional security with individual children.
- Award credit for describing and implementing specific strategies that encourage children and young people to form positive relationships with peers and other staff, such as modelling inclusive behaviour.
- Award credit for explaining how they adapt their approach to meet the diverse communication needs, backgrounds, and developmental stages of the children in their care.
Assessment Guidance
Guidance for achieving higher grades
- 💡For assignments, link your examples directly to the key principles of the UN Convention on the Rights of the Child, particularly the right to be heard (Article 12).
- 💡Use reflective accounts or case studies that specifically detail a challenging interaction, the communication methods you employed, and the positive outcome that resulted.
- 💡When evidencing support for relationships between children and others, include observations that show how you intervened safely and appropriately to promote collaborative play or resolve conflict.
- 💡Always use the correct terminology, such as 'safeguarding', 'child protection', 'EYFS', and 'development milestones'. This shows the examiner that you have a solid understanding of the subject.
- 💡When answering questions about procedures, always mention the designated safeguarding lead and the importance of following the setting's policies. This demonstrates your awareness of professional responsibilities.
- 💡Link your answers to real-life examples or scenarios. This helps to illustrate your understanding and makes your answers more convincing.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that younger children do not need detailed explanations or cannot participate in decision-making, leading to missed opportunities for developing communication skills.
- Focusing solely on practitioner-child interactions and overlooking the importance of facilitating and supporting peer relationships and group dynamics.
- Describing general intentions rather than providing concrete, observed examples of how relationships were developed and maintained in real practice.
- Misconception: Safeguarding is only about protecting children from physical abuse. Correction: Safeguarding covers all forms of abuse and neglect, including emotional, sexual, and neglect, as well as promoting children's welfare and well-being.
- Misconception: The EYFS is only about education. Correction: The EYFS covers all aspects of a child's development, including care, health, and safety, and it applies to all early years providers, not just nurseries.
- Misconception: Play is not a serious learning tool. Correction: Play is a fundamental way children learn and develop, and it is central to the EYFS. Practitioners must plan for play-based learning.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on child development. Create a timeline of development milestones from birth to 5 years, and then extend to 19 years. Use flashcards to memorise key terms and theories.
- 2Week 2: Study safeguarding and child protection. Read your setting's safeguarding policy and familiarise yourself with the signs of abuse. Practice writing a report of a concern.
- 3Week 3: Review the EYFS framework and its principles. Understand how it is implemented in practice. Compare it with non-statutory guidance like Development Matters.
- 4Week 4: Revise equality, diversity, and inclusion. Consider how to adapt activities for children with different needs. Practice answering exam questions on these topics.
- 5Week 5: Take practice exams and review your answers. Focus on command words like 'explain', 'describe', and 'evaluate'. Seek feedback from your tutor.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: These test your knowledge of key facts and definitions. Read each question carefully and eliminate obviously wrong answers.
- 📋Short-answer questions: These require you to give a brief explanation or list. Use bullet points if helpful, and ensure you answer the question directly.
- 📋Scenario-based questions: These present a real-life situation and ask you to explain what you would do. Use the 'what, why, how' structure to cover all aspects.
- 📋Extended writing questions (e.g., 6-mark questions): These require a detailed answer with explanations and examples. Plan your answer before writing to ensure you cover all points.
Command Word Expectations (HIGHFIELD QUALIFICATIONS)
What examiners look for when using specific command words in this specification
Provide a detailed account of a concept or process, including reasons and causes. For example, 'Explain how the EYFS supports children's learning and development.' You must give reasons and show understanding of the underlying principles.
Give a detailed account of what something is or what happens. For example, 'Describe the signs of neglect in a child.' You should include specific characteristics or features without necessarily explaining why they occur.
Weigh up the strengths and limitations of something, and come to a reasoned conclusion. For example, 'Evaluate the effectiveness of different types of play in promoting development.' You must consider both positive and negative aspects and give a balanced judgement.
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 in your setting is 3 years old and is not yet speaking in full sentences. Describe two ways you could support their language development, and explain why this is important for their overall development.
- 1.Step 1: Identify two specific strategies for supporting language development, such as reading stories, singing songs, or engaging in conversation.
- 2.Step 2: For each strategy, explain how it supports language development (e.g., builds vocabulary, models sentence structure).
- 3.Step 3: Link language development to other areas of development, such as social skills, cognitive development, and emotional well-being.
Question: Explain the difference between a statutory and a non-statutory framework in early years provision, and give one example of each.
- 1.Step 1: Define statutory framework as a legal requirement that all early years providers must follow.
- 2.Step 2: Define non-statutory framework as guidance that is recommended but not legally binding.
- 3.Step 3: Provide examples: statutory – the Early Years Foundation Stage (EYFS) framework; non-statutory – Development Matters or Birth to 5 Matters guidance.
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 HIGHFIELD QUALIFICATIONS Maintain and support relationships with children and young people
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
- •A basic understanding of child development stages (e.g., from GCSE Health and Social Care or personal experience).
- •Knowledge of the importance of communication and interpersonal skills when working with children and families.
- •An awareness of the legal and regulatory requirements in early years settings, such as the Children Act 1989 and 2004.
Coursework AI Review
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Key Terminology
Essential terms to know
- Be able to communicate with children and young people, Be able to develop and maintain relationships with children and young people, Be able to support relationships between children and young people and others in the setting
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