AC1.01: Explain the sequence and rate of each aspect of development from birth 19 years.
Unit 5: Assignment
L/601/1693: Understand child and young person development
Level 3 Diploma for the Children and Young People`s
Unit 5 Understand Child and Young Person Development
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Level 3 Diploma for the Children and Young People`s Workforce
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L/601/1693: Understand child and young person development
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Unit Title
Understand child and young person development
LO 1: Understand the expected pattern of development for children and young people from birth – 19 years.
AC1.01: Explain the sequence and rate of each aspect of development from birth 19 years.
AC1.02: Explain the difference between sequence of development and rate of development and why the difference is important.
LO 2: Understand the factors that influence children and young people’s development and how these affect practice.
AC2.01: Explain how children and young peoples development is influenced by a range of personal factors
AC2.02: Explain how children and young peoples development is influenced by a range of external factors
AC2.03: Explain how theories of development and frameworks to support development influence current practice.
LO 3: Understand how to monitor children and young peoples development and interventions that should take place if this is not following the expected pattern.
AC3.01: Explain how to monitor children and young peoples development using different methods.
AC3.02: Explain the reasons why children and young peoples development may not follow the expected pattern.
AC3.03: Explain how disability may affect development.
AC3.04: Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern
LO 4: Understand the importance of early intervention to support the speech, language and communication needs of children and young people.
AC4.01: Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
AC4.02: Explain how multi agency teams work together to support speech, language and communication.
AC4.03: Explain how play and activities are used to support the development of speech, language and communication.
LO5: Understand the potential effects of transitions on children and young peoples development.
AC5.01: Explain how different types of transitions can affect children and young peoples development.
AC5.02: Evaluate the effect on children and young people of having positive relationships during periods of transition.
References
Useful Information About Unit 5 Understand Child and Young Person Development
Unit 5: Understand Child and Young Person Development is an important part of qualifications in childcare, education, and health and social care. It is designed to give learners a strong understanding of how children and young people grow, learn, and change as they move from birth into adulthood. The unit is knowledge-based, meaning it does not test practical skills directly but instead focuses on understanding and applying knowledge to real-life practice.
This unit is often used to build the foundation for further study or professional roles such as early years practitioners, teaching assistants, social care workers, or youth support staff. By completing the unit, learners are expected to gain insights that help them support children and young people more effectively in different settings, whether in education, care, or community environments.
It also highlights the importance of recognising that development is not the same for every child, and that a wide range of personal, social, and environmental factors can shape progress. Because of this, the unit underlines the value of observation, awareness, and professional judgement when working with young people.
In UK practice, this unit links closely to safeguarding, inclusion, and equal opportunities. Professionals are expected to use the knowledge from this unit to make sure every child and young person is given the right support, encouragement, and interventions to reach their potential.
Sample Answer of Unit 5 Assignment
LO1: Understand the expected pattern of development for children and young people from birth – 19 years
AC1.1: Explain the sequence and rate of each aspect of development from birth – 19 years
Children and young people develop in different areas: physical, social and emotional, communication and language, and cognitive (thinking and learning).
Physical development usually begins with basic movements like grasping and crawling, then walking, running, and fine motor skills like holding a pencil. As children grow into teenagers, puberty changes take place, and by 19, most young people are physically mature.
Social and emotional development starts with bonding with parents or carers. Later, children begin making friends, learning to share, and controlling emotions. By the teenage years, they develop stronger independence, self-identity, and complex relationships.
Communication and language development begins with crying, then babbling, using single words, making sentences, and finally being able to use language for reasoning, debating, and expressing complex ideas.
Cognitive development includes recognising faces and objects in infancy, problem solving in childhood, and abstract thinking as teenagers. By 19, young people can usually make independent decisions and plan for the future.
The sequence of development (the order) is usually the same for all children – for example, babies learn to roll before they crawl. However, the rate (the speed) can differ. One child might walk at 10 months, while another may not walk until 15 months, but both follow the same order.
AC1.2: Explain the difference between sequence of development and rate of development and why the difference is important
The sequence of development is the usual order in which skills appear. For example, a baby will sit before standing, and stand before walking.
The rate of development is the speed at which a child achieves these milestones. One child may talk earlier than another, but both follow the same stages.
It is important to know the difference because:
Practitioners need to recognise when a child’s development is within a normal range, even if it is slower than others.
If a child is not following the expected sequence, it may be a sign of a developmental delay or health issue that needs support.
Understanding both helps practitioners plan activities, give extra help when needed, and avoid unnecessary worries if the child is simply developing at a different speed.
LO2: Understand the factors that influence children and young people’s development and how these affect practice
AC2.1: Explain how children and young people’s development is influenced by a range of personal factors
Personal factors come from within the child and can include:
Genetics – some children may inherit conditions like Down’s syndrome, which affect learning and development.
Health conditions – long-term illnesses such as asthma or diabetes may affect attendance and participation in activities.
Disabilities – physical or sensory impairments (such as hearing loss) may affect communication and learning.
Prenatal factors – if a mother smokes, drinks alcohol, or has poor nutrition during pregnancy, this can affect the baby’s development.
Emotional wellbeing – children with low confidence or anxiety may take longer to reach social and emotional milestones.
In practice, professionals need to adapt learning and care. For example, children with hearing difficulties may need visual resources and regular hearing checks