CL4 - Scottish Qualifications Authority



Elements of competence

CCLD 408.1 Facilitate the assessment and support of children’s physical development

CCLD 408.2 Facilitate the assessment and support of children’s intellectual development

CCLD 408.3 Facilitate the assessment and support of children’s personal, emotional and social development

CCLD 408.4 Support the collection of data and the monitoring and evaluation of provision to support children’s development

About this Unit

This Unit is about assessing, evaluating and supporting children's physical, intellectual, emotional and social development. The Unit is closely linked to early education settings where the main purpose is children’s care, learning and development, but could be applicable in other circumstances. Each home country has different curriculum and assessment frameworks for early education and you should approach this Unit in the context of the requirements of your home country.

This Unit is for you if you work in a setting or service whose main purpose is to support the care, learning and development of children in partnership with their families. This Unit is suitable if you are involved in the evaluation and support of children's physical, intellectual, emotional and social development, either as a manager or lead/senior practitioner or if you work in support of others and have significant responsibility for work with children, families, staff and other adults within the setting or service. It may also be appropriate for you if you work in support of other professionals with specific expertise in particular areas concerning children's development.

Keywords

|What we mean by some of the words used in this Unit |

|Intellectual development |Development of thought, reasoning, concept development, concentration and attention |

|Personal, social and emotional |Dispositions and attitudes, social and emotional development |

|development | |

|Physical development |Development of large and small muscles, co-ordination, balance, locomotion and |

| |spatial awareness |

|Reflective practice |The process of thinking about and critically analysing your actions with the goal of|

| |changing and improving occupational practice |

Evidence Requirements for the Unit

It is essential that you adhere to the Evidence Requirements for this Unit

|GENERAL GUIDANCE |

|Evidence must be provided for ALL of the performance criteria and ALL of the knowledge. |

|Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is |

|essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any |

|particular occasion. |

|Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and|

|practice are linked. |

|The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and |

|the values and the principles for good practice in children’s care, learning and development. |

|All evidence must relate to your own work practice. |

|SPECIFIC Evidence Requirements for this unit |

|Simulation: |

|Simulation is not permitted for this unit. |

|The following forms of evidence ARE mandatory: |

|Direct Observation: Your assessor or expert witness must observe you in real work activities which will provide evidence of |

|some part of each element in this unit. |

|Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be |

|able to use a reflective account to provide some of the performance evidence for this unit. e.g. how you encouraged and |

|supported colleagues to reflect on practice. |

|Issues for consideration: |

|The following performance criteria may be difficult to evidence by observation. |

|Element 1 – PCs 2 and 4 |

|Element 2 – PCs 1 and 3 |

|Element 3 – PCs 2 and 5 |

|Element 4 – PCs 2, 3, 4, and 5 |

|Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: |

|Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to|

|be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured |

|by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand |

|principles which support practice, policies, procedures and legislation, and that you can critically evaluate their |

|application e.g. significant theoretical perspectives on children's learning and how these affect your practice, current |

|research relevant to this unit, referral systems and how you encourage and support multi-agency working. In addition the |

|assessor/expert witness may also ask questions to clarify aspects of your practice. |

|Products: These are non-confidential records made, or contributed to, by you, e.g. curriculum plans, assessment |

|documentation, pro formas for observation, documented procedures for consultation with children and families, monitoring and |

|evaluation findings and required actions. |

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|Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual|

|location and be referred to in the assessor records in your portfolio e.g. individual child records, commercial information, |

|inspection reports. |

|Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must |

|match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current|

|and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards |

|and check that you have retained and can apply learning to practice, e.g. training relevant to children's physical, |

|intellectual, emotional and social development, previous childcare qualifications and units of learning. |

|Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the |

|knowledge requirement of your award. You may find assignments or projects will provide useful evidence of your knowledge and |

|understanding of significant theoretical perspectives or the evidence/research base for your practice. |

|Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide |

|testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses. |

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You need to provide evidence for ALL knowledge points listed below:

|To be competent in this Unit, you must know and understand the following: |Enter Evidence Numbers |

|1 The need for confidentiality and care when dealing with sensitive information about children and | |

|families. Security arrangements for storing and retrieving information in your setting and the | |

|reasons for them | |

|2 Data protection and confidentiality and security of information relevant to your work | |

|3 The requirement for valid and reliable data when making assessments of children's development, | |

|what this means, and how it can be implemented | |

|4 How to involve children's families in observations and assessments and acquiring background | |

|information, such as ethnically specific medical conditions | |

|5 The requirements of current curriculum frameworks that operate in your home country, what | |

|information and resources are required, what planning and implementation arrangements are required | |

|6 Your setting’s processes and procedures for observing, assessing and recording: when and how these| |

|link to external requirements or ‘baselines’ or curriculum frameworks followed in your home country | |

|7 The circumstances and rationale for the use of formative and summative assessments within your | |

|setting or service | |

|8 Relevant research into the influences on how children develop and how this research may influence | |

|practice | |

|9 Appropriate agencies for referral of children when you have concerns about development, the role | |

|and purpose of different agencies, the benefits of a multi-agency approach | |

|10 The range of professionals who work within children's services or who may be relevant to | |

|children's services, the benefits of a multi-professional approach | |

|11 Specific issues for children’s development and learning in multilingual or bilingual settings or | |

|where children are learning through an additional language | |

|12 Principles of supporting positive behaviour in children, based on different theoretical | |

|perspectives | |

|13 Preferred formats for recording information and rationale for their use | |

|14 Protocols for sharing information and the fitness for purpose of those selected | |

|To be competent in this Unit, you must know and understand the following: |Enter Evidence Numbers |

|15 The developmental nature of childhood and the holistic, integrated nature of development | |

|16 Significant theoretical perspectives on: | |

|a) children as learners: programmed learning, laissez faire approaches, social constructivism | |

|including schema, scaffolding learning, learning styles | |

|b) language theories | |

|c) development of self-esteem and identity, emotional well-being, emotional intelligence | |

|d) early brain development | |

|e) role and purpose of play: play and learning, play types, evolutionary perspectives, play and | |

|life skills, flexibility and thinking, neurological development and play, play and identity | |

|17 The role of children's play in supporting physical, intellectual, emotional and social | |

|development and how play may be integrated into most aspects of provision | |

|18 Recognition that development depends on the child's level of maturation and their prior | |

|experiences and that adult expectations should be realistic and take this into account | |

|19 The expected pattern of physical development for the children with whom you work | |

|20 Programmes and activities to support physical development and confidence in movement in each age | |

|category with which you are working, to include: | |

|a) gross and fine manipulative skills | |

|b) locomotion, balance, strength, co-ordination | |

|c) body awareness, spatial awareness | |

|21 The assessment of risk in physical development activities, the importance of not overprotecting | |

|children and allowing them to develop and assess risk for themselves | |

|22 The expected pattern of intellectual development for the children with whom you work | |

|23 Programmes and activities to support intellectual development in each age category with which you| |

|are working to include: | |

|a) attention | |

|b) concentration | |

|c) persistence | |

|d) exposure to different and varied concepts and ideas | |

|e) motivation | |

|f) challenging and stimulating learning and love of learning | |

|24 The expected pattern of personal, social and emotional development for the children with whom you| |

|work | |

|To be competent in this Unit, you must know and understand the following: |Enter Evidence Numbers |

|25 Programmes and activities to support personal, social and emotional development in each age | |

|category with which you are working, to include: | |

|a) confidence and self-esteem | |

|b) resilience | |

|c) independence | |

|d) social skills such as turn taking and self-care skills | |

|e) positive relationships | |

|f) respecting cultural diversity and the needs and views of others | |

|26 Policies, procedures, lines of reporting and accountability, and referral systems that are used | |

|in your setting and local area | |

|27 Necessary human and materials resources to support children’s physical, intellectual, emotional | |

|and social development | |

CCLD 408.1 Facilitate the assessment and support of children’s physical development

|Performance criteria |

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|To be completed by the Assessor |

|It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the |

|assessor to ensure the accuracy/validity of each evidence claim and make the final decision. |

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|I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT and that the |

|candidate has demonstrated the application of the princIples and values. |

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|Assessor’s name: ……………………………………………. |

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|Assessor’s signature: ……………………………………….... |

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|Date: ………………………………………………………….. |

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|Assessor/Internal Verifier Feedback |

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|To be completed by the Internal Verifier if applicable |

|This section only needs to be completed if the Unit is sampled by the Internal Verifier |

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|Internal Verifier’s name: …………………………………………… |

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|Internal Verifier’s signature: ……………………………………….. |

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|Date: ……………………………………..………………………….. |

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