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Overview

Framework:
RQF
Level:
Level 2
Unit No:
R/505/2462
Credits:
2
Guided learning hours:
18 hours

Assessment Guidance

Candidates may choose to focus on children or young people in a specific age range when meeting the assessment criteria for this unit.The unit is assessed by portfolio of evidence.

Aim

The aim of this unit is to help learners understand the different stages of intellectual and language development. It also gives learners the opportunity to find out how practitioners can support children in this area of development.

Unit Learning Outcomes

1

Know about the intellectual and language development of children and young people.

Learning Outcome 1: Indicative Content  

Learners need to outline different stages of intellectual and language development. Detailed information is not required at this level.

Reasons why rates of development may vary could include:

  • premature birth
  • disability
  • stimulation
  • interaction with others

The interaction between intellectual and language development and other areas of development may include:

  • supporting other aspects of development
  • enhancing skills
  • promotes development

Assessment Criteria

  • 1.1
    Outline the key stages of children’s and young people’s intellectual and language development.
  • 1.2
    Give reasons why rates of development may vary.
  • 1.3
    Describe the relationship between intellectual and language development and other aspects of a child or young person’s development.

2

Know how to support children and young people’s intellectual and language development.

Learning Outcome 2: Indicative Content  

Reasons communicating with children and young people to support intellectual and language development may include:


  • ask questions to challenge thinking and problem solving
  • provision of appropriate materials and equipment to encourage children to ask questions
  • listening to children to assess what they know and can do

Learners should provide examples of different activities for different ages of children e.g. babies, toddlers, pre-school, school-age, young people

The practitioners role may include:


  • questioning children to assess their language and intellectual development and provide appropriate activities and experiences
  • observe children during play
  • being a good role model
  • help children learn new skills
  • assess levels of achievement

Assessment Criteria

  • 2.1
    Explain the importance of communicating with children and young people to support their intellectual and language development.
  • 2.2
    Outline age-appropriate activities and/or intervention strategies which support their intellectual and language development.
  • 2.3
    Outline the practitioner’s role in supporting intellectual and language development.

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