Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Support the development of socially aware behaviour with CYP in childcare      

Type

Knowledge and Skills

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand principles for supporting the development of socially aware behaviour in children and young people

1.1

Summarise theories of behaviour development in children and young people

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

Showcasing your skills:

Observations

Witness Testimonies

Workplace Records

Minutes of Meetings

Care Plans

Daily notes

Supervision / Appraisals Records

Medication Administration Records

In put – Out put Records

Turn Charts

Reports

Prior Learning / Certificates

Learning Journal

 

 

 

 

 

 

 

 

1.2

Explain the links between positive relationships and socially aware behaviour

1.3

Explain why a child or young person might actively seek out negative reinforcement through socially unacceptable behaviour

1.4

Summarise own organisation’s policies and procedures to support socially aware behaviour

1.5

Explain the importance of using own actions to model socially aware behaviour

2

Be able to support children and young people to understand their actions relating to socially aware behaviour

2.1

Adapt communication with a child or young person according to their level of ability and understanding

2.2

Support a child or young person to recognise the benefits of socially aware behaviour for themselves and those around them

2.3

Support a child or young person to understand when their behaviour is socially aware and when it is socially unacceptable

2.4

Work with a child or young person to gain a shared understanding of the choices they are making about their behaviour

2.5

Support a child or young person to understand the consequences of their behaviour

2.6

Work with a child or young person to develop a shared understanding of what triggers them to behave in certain ways and in certain situations

3

Be able to agree expectations about socially aware behaviour

3.1

Work with a child or young person, key people and others to agree expectations about socially aware behaviour

3.2

Agree actions that will provide consistent support to a child or young person in working towards targets and expectations

3.3

Support a child or young person to agree indicators that show they are meeting expectations

3.4

Record agreed expectations, actions and indicators in relevant plans

4

Be able to support children and young people to achieve targets and adhere to agreed expectations

4.1

Provide consistent support to a child or young person to help them meet agreed expectations

4.2

Support key people and others in providing consistent support to a child or young person to help them meet agreed expectations

4.3

Use activities to support a child or young person to meet agreed expectations

4.4

Feedback to the child or young person about their behaviour

4.5

Share observations about behaviour with key people and others to monitor progress

4.6

Encourage progress towards agreed expectations through positive feedback and praise

4.7

Explain why recognising and praising all observed progress towards agreed expectations is important

5

Be able to respond to instances of socially unacceptable behaviour

5.1

Access help and support where there are concerns about the behaviour of a child or young person

5.2

Use agreed interventions when a child or young person is behaving in a socially unacceptable way

5.3

Work with a child or young person to develop their understanding of how they could respond differently to specific situations

5.4

Record progress towards the achievement of expectations in line with work setting requirements

5.5

Record instances of socially unacceptable behaviour in line with work setting requirements

6

Understand the use of physical intervention and restraint

6.1

Summarise the legal context and key principles relating to physical intervention and restraint

6.2

Analyse the impact of physical intervention and restraint on values and relationships in a childcare setting

6.3

Explain the ethical reasons why restraint must always be regarded as an action of last resort

6.4

Describe the post incident support needed for a child or young person after an instance of restraint

6.5

Explain why it is important to work with a child or young person to gather and record their feedback after an instance of restraint

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