2.3. Explain how theories of development and frameworks to support development influence current practice

This guide will help you answer 2.3. Explain how theories of development and frameworks to support development influence current practice.

Children and young people learn and develop in different ways. Understanding theories of development and using frameworks helps practitioners support children effectively. These tools influence how care, education, and support are provided in settings.

Developmental theories explain how children grow in areas like physical, cognitive, emotional, and social development. Frameworks take these theories and apply them in practical ways to benefit children.

This guide will explore theories of development, specific frameworks used in practice, and their influence on current approaches to working with children and young people.

Key Developmental Theories

Several theorists have shaped how we understand child development. Their ideas guide current practices in early years settings, schools, and services for young people. Here are some of the most influential theorists:

Jean Piaget (Cognitive Development)

Jean Piaget focused on cognitive development, which means how children think and learn. He described four stages of learning:

1. Sensorimotor Stage (0-2 years): Babies explore the world through senses and simple actions, such as touching and looking. They figure out that objects still exist even if they can’t see them (object permanence).
2. Preoperational Stage (2-7 years): Children start using language and imagination. They see things from their perspective only (egocentrism) and struggle to think logically.
3. Concrete Operational Stage (7-11 years): Logical thinking develops. Children can solve problems, but only if they relate to something concrete or real.
4. Formal Operational Stage (11+ years): Older children and young people develop abstract thinking. They consider hypothetical or complex ideas.

In practice, understanding these stages helps educators plan activities suited to a child’s ability. For example, sensory-rich play is ideal for young toddlers, while older children benefit from puzzle-solving or group discussions.

Lev Vygotsky (Social Interaction and Learning)

Vygotsky believed children learn best through social interactions. He introduced the concept of the Zone of Proximal Development (ZPD). This is the range of skills a child can achieve with support, but not yet alone.

Adults or peers play a key role by scaffolding learning. Scaffolding refers to giving enough support to help the child succeed without completing the task for them.

In settings, practitioners use this idea by:

• Working one-on-one with children during challenges
• Encouraging peer learning in group tasks
• Gradually reducing help as children become more independent

John Bowlby (Attachment Theory)

John Bowlby focused on the emotional bonds between children and caregivers, known as attachments. He argued that strong, secure attachments are critical for emotional development. A secure attachment helps a child feel safe and confident to explore.

In practice, keyworker systems reflect Bowlby’s ideas. A keyworker develops close, trusting relationships with a child, fostering emotional security. Practitioners also watch for attachment-related concerns, such as a child being overly anxious or withdrawn.

Erik Erikson (Psychosocial Development)

Erikson described eight stages of psychosocial development over a lifetime. Each stage includes a challenge, such as trust versus mistrust in infancy or identity versus confusion in adolescence. Success in facing these challenges builds confidence and well-being.

In practice, understanding these challenges helps practitioners provide age-appropriate support. For example, adolescents need space to explore their identity safely. Educators or youth workers offer opportunities for self-expression, such as through art or group discussions.

Albert Bandura (Social Learning Theory)

Albert Bandura introduced the idea that children learn by watching and imitating others. This is known as modelling. A child might copy kindness shown by their teacher or negative behaviours seen in a peer.

In practice, staff act as positive role models. They model respectful and inclusive behaviour, knowing children often copy what they see rather than what they are told.

Frameworks to Support Development

In the UK, frameworks translate these theories into structured guidance. Practitioners use them daily to plan, assess, and support children’s development. Below are key frameworks for working with children and young people.

Early Years Foundation Stage (EYFS)

The EYFS applies to all children from birth to five years in early years settings like nurseries and childminders. It focuses on seven areas of learning:

1. Communication and language
2. Physical development
3. Personal, social, and emotional development
4. Literacy
5. Mathematics
6. Understanding the world
7. Expressive arts and design

Practitioners link the EYFS to theories like Piaget’s stages or Vygotsky’s idea of social learning. They use observations to plan activities meeting children’s individual needs. For example:

• Encouraging teamwork in small groups reflects Vygotsky’s emphasis on social interaction.
• Storytime activities support communication, influenced by Piaget’s focus on early language.

The EYFS ensures every child has high-quality opportunities for learning, regardless of background.

Every Child Matters (ECM)

Every Child Matters is a policy framework supporting all children and young people (up to 19 years in England). It focuses on five key outcomes:

1. Being healthy
2. Staying safe
3. Enjoying and achieving
4. Making a positive contribution
5. Achieving economic well-being

Services such as schools, social care, and health work together under ECM principles. These outcomes are shaped by understanding child development. For instance:

• Emotional security (attachment theory) supports mental health.
• Scaffolding learning (Vygotsky) aids achievement in education.

SEND Code of Practice

This framework provides guidance on supporting children with special educational needs or disabilities (SEND). It requires a person-centred approach. This means recognising every child as unique and planning support around their individual needs.

Practitioners might use theories like Vygotsky’s. For example, offering additional scaffolding or finding resources at the right developmental level.

UN Convention on the Rights of the Child (UNCRC)

The UNCRC outlines the rights of every child globally. Article 12, for instance, ensures children have a say in decisions affecting them.

Influenced by Erikson’s ideas, this encourages autonomy and supports identity development. Practitioners find ways to involve children in decision-making processes, such as through school councils or feedback.

Influence on Current Practice

Theories and frameworks shape how practitioners interact with children and young people. They influence:

Observation and Assessment

Practitioners observe children to understand their developmental stage. This connects to Piaget’s stages of development or the EYFS focus on holistic observation. Observations include spotting interests, achievements, and areas needing further support.

Planning Activities

Activities are planned to match children’s developmental needs and interests. For example:

• A sensory table may be set up for toddlers in the sensorimotor stage.
• Group projects for school-aged children might encourage teamwork and social learning.

Role Modelling

Adults recognise Bandura’s theories by being positive role models. They avoid negative behaviour and demonstrate qualities like kindness or patience.

Building Relationships

Practitioners prioritise secure attachments. They approach their keyworker role with Bowlby’s theory in mind, offering stability and warmth to build trust.

Supporting Transitions

Theories like Erikson’s help staff support children during changes such as starting school. They offer reassurance and practical tools to manage emotions.

Inclusion and Diversity

Frameworks like the SEND Code and the UNCRC focus on fairness and individuality. Staff adapt their approaches to make spaces inclusive for all children.

Multi-Agency Working

Services collaborate to meet all the needs of a child, reflecting frameworks like ECM. For instance, a teacher may work with speech therapists to support a child’s communication needs.

Promoting Independence

Vygotsky’s scaffolding idea influences how staff encourage independence in children. Once children show confidence, they step back and allow self-led learning.

Outcome-Focused Practice

The ultimate goal of applying theories and frameworks is to give children and young people the best chance to thrive. This means focusing on their physical, intellectual, emotional, and social development. By following structured frameworks and being mindful of developmental theories, practitioners provide consistent and meaningful care.

Through observation, adaptation, and collaboration, children’s unique qualities and skills are supported. The combination of scientific theories and practical frameworks brings understanding and structure to every step of the process.