MU 1.2: Understand the principles and values in health and social care (adults and children and young people), early years and childcare

MU 1.2 introduces the principles and values that underpin good practice in health and social care (for adults and for children and young people), early years and childcare. The links on this page take you through the learning outcomes, but this introduction helps you see how the “values” side of the sector shows up in everyday decisions, routines and communication.

Principles and values are the beliefs and standards that guide how services should treat people. They are the foundation for safe, respectful, high-quality support. At Level 1, you are not expected to quote lots of policies, but you are expected to understand the basic ideas and describe what they look like in practice. These values apply across settings, whether you’re supporting an older person at home, helping in a nursery, or working with children and young people in a community setting.

A common starting point is respect. Respect means treating people as individuals, not as tasks, conditions or labels. It includes listening, using appropriate language, and showing courtesy in everyday ways—knocking before entering, explaining what you are doing, and offering choices. It also means recognising diversity: people have different backgrounds, cultures, beliefs, identities and family structures. Good practice makes room for those differences without judgement.

Another key principle is dignity. Dignity is about protecting someone’s sense of worth. In practice, it often comes down to small things: maintaining privacy during personal care, speaking about people discreetly, and not making someone feel rushed or embarrassed. You’ll probably recognise how dignity links to confidence—when someone feels respected, they are more likely to take part, ask questions and share concerns.

Person-centred practice (or child-centred practice) is central to MU 1.2. Person-centred means the support is shaped around the individual’s needs, preferences and goals. Child-centred means putting the child’s wellbeing, safety and development at the heart of decisions, while working in partnership with parents or carers. In both cases, you don’t make assumptions. You find out what matters to the person, you involve them at an appropriate level, and you adapt your approach to meet their needs.

Promoting independence is another major value. Independence doesn’t mean “doing everything alone”. It means supporting people to do as much as they can for themselves, in ways that are safe and realistic. For an older adult, that might be choosing clothes, preparing a simple snack, or walking with appropriate support. For a young child, it might be practising putting on a coat, tidying away toys, or making simple choices. Independence supports confidence and wellbeing at any age.

Equality and inclusion are also key. Equality means people should have fair access to services and opportunities. Inclusion means people feel welcomed and able to take part. In practice, inclusion might involve reasonable adjustments for disability, adapting communication for someone with sensory loss, providing information in an accessible way, or noticing when someone is being left out and taking steps to include them. It also means challenging discriminatory language or behaviour through the correct route.

Confidentiality is included because it protects privacy and trust. Confidentiality means keeping personal information secure and only sharing it with people who need to know for legitimate reasons, and through approved channels. In real settings, that includes not discussing people in public areas, keeping records secure, and being careful about what you share with family members unless there is consent or an appropriate reason. Understanding confidentiality helps you show respect and professionalism.

MU 1.2 also asks you to identify guidance and standards that underpin these values. You may come across legislation, codes of conduct, and setting policies that support principles like safeguarding, equality, health and safety, and information handling. At Level 1, the key is showing you know these values are not optional—they are supported by rules and expectations that staff must follow.

A big part of this unit is learning how to value individuals who access services. Valuing people means recognising their rights, listening to their views, and treating them as partners in their own support. For adults, this might include offering choices, respecting routines, involving them in care planning, and using respectful language. For children and young people, it might include listening to their feelings, praising effort, being consistent and fair, and making sure their voice is heard in an age-appropriate way.

Here’s a practice example: in a care home, a resident is referred to as “a feeder” because they need support with meals. A values-led approach would avoid labels and focus on respectful language, dignity and choice—asking what foods they prefer, giving time, and supporting independence where possible. Another example: in a nursery, a child who speaks English as an additional language is regularly overlooked during group time because they are quiet. Inclusion might mean using visual prompts, allowing extra time, and making sure the child has a chance to participate without pressure.

MU 1.2 is also about consistency. Values are not something you switch on only when you have time. They guide everyday practice, even on busy days. When you are tired or rushed, simple habits help: pause before speaking, check you are being respectful, and follow agreed procedures. If you make a mistake, you are honest, learn from it, and seek guidance.

As you work through the links on this page, keep your answers practical. Use simple examples from adult care, early years, or children and young people’s settings to show what each value looks like. By the end of MU 1.2, you should be able to identify key principles and values, recognise the guidance that supports them, explain why individuals should be valued, describe person- or child-centred practice, and define confidentiality and its role in respectful care.

Units and Answers

1. Know the principles and values that underpin work in health and social care (adults and children and young people), early years and childcare.

2. Know ways to respect and value individuals who access services in health and social care (adults and children and young people), early years and childcare.