Child and young person development — iCan Qualifications Limited End-Point Assessment Childcare & Early Years Revision
This subtopic examines the sequential stages of development from infancy through adolescence, including physical, cognitive, communication, and social/emot
Topic Synopsis
This subtopic examines the sequential stages of development from infancy through adolescence, including physical, cognitive, communication, and social/emotional domains. Learners explore how external factors—such as family environment, culture, and socioeconomic status—shape development, and how significant life transitions can have both positive and negative effects. This knowledge is essential for practitioners to observe, assess, and support each child’s unique developmental journey in real-world childcare settings.
Key Concepts & Core Principles
- Child development: Understanding the physical, intellectual, emotional, and social development from birth to 19 years, including key milestones and theories like Piaget and Vygotsky.
- Safeguarding and child protection: Recognising signs of abuse, following procedures for reporting concerns, and understanding your legal responsibilities under the Children Act 2004.
- Equality, diversity, and inclusion: Promoting inclusive practice, challenging discrimination, and respecting each child's unique background and needs.
- Effective communication: Using verbal and non-verbal techniques to build positive relationships with children, families, and colleagues, including active listening and adapting communication for age and ability.
- Partnership working: Collaborating with parents, carers, and other professionals (e.g., social workers, health visitors) to support children's holistic development.
Exam Tips & Revision Strategies
- When completing written assignments, structure your answer around the PIES framework (Physical, Intellectual, Emotional, Social) for development, and MEST (Material, Environmental, Social, Technological) for influences to ensure comprehensive coverage.
- In case study or reflective accounts, always link theory to practice by describing specific observations from your placement and how you responded; use the child’s voice or behaviour as evidence.
- For the assessment on transitions, prepare a table comparing at least three different types of transitions (e.g., planned, unplanned, life-altering) and their potential effects, along with practitioner strategies for support.
Common Misconceptions & Mistakes to Avoid
- Learners often confuse developmental milestones by age, for example, suggesting a child will engage in parallel play before object permanence is established, or misordering gross motor skills like hopping before running.
- A common oversight is focusing solely on negative influences (e.g., neglect) without acknowledging protective factors or resilience, or conversely, underestimating the impact of seemingly minor transitions like moving rooms within a setting.
- Some learners fail to differentiate between the effects of transitions based on a child’s age, support systems, and individual temperament, leading to generic rather than personalized analyses.
Examiner Marking Points
- Award credit for accurately identifying at least three key developmental milestones across different domains (physical, cognitive, communication, social/emotional) with appropriate age ranges.
- Credit should be given for clearly explaining how at least two influences (e.g., parenting styles, poverty, education, or culture) can impact a child’s development, using relevant examples from practice.
- Assessors should look for evidence of understanding both short-term and long-term potential effects of transitions (e.g., starting nursery, bereavement, family breakdown) on children’s well-being and development, with reference to at least one positive and one negative outcome.
- Learners must demonstrate how they would apply this knowledge in the workplace by outlining supportive strategies for a child experiencing a significant transition.