CWDC
Standards Five
Workbook
Understand the development of
children and Young people
1.Attachment and stages of development
2.Resilience
3.Transitions
4.Supporting play, activities and learning
5.Supporting educational development
6.Understanding contexts
7.Promote positive sexual health and sexual
identity
8.Supporting disabled children and children
with special educational needs.
This workbook is designed to help you think about your
skills and knowledge as a Foster Carer by asking
questions. It will also try and provide tips regarding
what you think about and what evidence you could link
to it.
Good Luck
Lorimer Foster Services
2
1. Attachment and stages of development
How do children form attachments? (1.a)
If you have attended a child development course this would be
beneficial to this standard.
What factors affect the attachments children form?
Lorimer Foster Services
3
How do the experiences of children and young people who are “looked
after” affect their ability to form attachments?
How can you help children to build caring relationships?
Lorimer Foster Services
4
What are the main stages of a child’s development? Give 2 examples of
the development needs of children and people you look after? (1.b)
Lorimer Foster Services
5
Describe some of the skills you would expect a child who is developing
typically to demonstrate at the following ages. Relate them also to the
children and young people you look after. (1.c)
Your handouts will be helpful here
Age
Such
as;
Posture and large movements
Vision and fine movements
Communication
Social behaviour and play
1–6
Months
6 – 12
Months
12m – 2
years
2 – 4 years
4 – 6 years
6 – 10
years
10 – 15
years
15 – 18
years
18 – 21
years
Lorimer Foster Services
6
2. Resilience
What helps children and young people to become more resilient? (2.a)
Again handouts will help here
How have you encouraged a child or young person to raise their selfesteem?
Give an example where you have worked with others to help a child or
young person to develop a more positive view of themselves?
3.
Lorimer Foster Services
7
3. Transitions
Describe a milestone (transition) you experienced as a child. (3.a)
What happened?
What age were you?
What helped you through this?
Did it affect you in the long term? How?
Lorimer Foster Services
8
Give an example of a child or young person in your care who is going
through a significant period of change. What support will they need?
(3.b)
What helped you prepare for adulthood and to live independently of
your family? (3.c)
Give examples of specific help the children and young people you look
after might need.
Lorimer Foster Services
9
4. Supporting play, activities and learning
Give examples of when you have encouraged a child or young person in
activities. How did you ensure it was fun and a positive experience?
(4.a)
At home?
Sporting or
outdoor
activity?
With friends?
After school
activity?
Lorimer Foster Services
10
Why are play, hobbies and interests important? Can you give examples
to illustrate? (4.b)
Why are routines important for children and young people? (4.c)
What routines do you have in your family and why?
Lorimer Foster Services
11
What are the main difficulties in maintaining routines with a child or
young person?
How do you help children or young people to manage routines?
Lorimer Foster Services
12
5. Supporting educational potential
Give two examples of ways you have encouraged a child or young
person to believe they can achieve at school. (5.a)
Give examples of how to encourage a pre-school child to learn
something new.
Lorimer Foster Services
13
Give an example of when you have worked with others to support a
child or young person’s education? (5.b)
How could you support a child or young person who is not attending
school? What support is available?
Lorimer Foster Services
14
What does “social exclusion” mean? (5.c)
List the support and resources available to support a young person who
has left school.
What skills do you need to have to make sure a child or young person
attends school and that their educational needs are met? (5.d)
Give an example when you have advocated for a child or young person
to ensure their educational needs are met.
Lorimer Foster Services
15
6. Understanding contexts
What is meant by a wider family, caring or social network? Why are
these important? (6.a)
Lorimer Foster Services
16
Who is included in these networks for one of the children or young
people you care for?
Give an example of how family, caring or social networks can assist
and impede the development of a child or young person. (6.b)
Assist
Impede
Lorimer Foster Services
17
What types of behaviour would you expect to see in a child or young
person who has experienced separation and loss? (6.c)
Lorimer Foster Services
18
7. Promote positive sexual health and sexual identity
What information and advice should be available to children and young
people to promote their sexual health, and when? What is your role as
a Foster Carer? (7.a)
Any sex and relationships training you have attended may be of
benefit here.
What help do children and young people need to develop their sexual
identity in positive ways? (7.b)
How would you respond to a child or young person telling you that he
or she is gay/lesbian or bi-sexual or who was unsure of their sexual
identity?
Lorimer Foster Services
19
8. Supporting disabled children and children with
special educational needs
Explain what is meant by “social and medical models of disablility”
(8.a)
Handout helpful here
Medical Model
Lorimer Foster Services
Social Model
20
What is your own attitude to disability?
Give three examples of needs which may be specific to children and
young people who are disabled or have a learning disability. (8.b)
1.
2.
3.
How can you help meet these needs?
Lorimer Foster Services
21
Think of a game you use that you might adapt so a disabled child or
young person can join in? (8.c)
Think of an example of a special educational need. How could this be
addressed at home and at school? (8.d)
Lorimer Foster Services
22