1.1. Explain the factors that need to be taken into account when assessing development

This guide will help you answer 1.1. Explain the factors that need to be taken into account when assessing development.

Assessing development in children and young people involves observing their progress in various areas, identifying their strengths, and understanding their needs. Development includes cognitive, physical, emotional, and social growth, which happens at different rates for each child or young person. Various factors influence how assessments are carried out.

Age, Stage, and Rate of Development

Children and young people develop at their own pace. This means you cannot expect two children of the same age to reach milestones at the same time. During assessment, it is necessary to compare their development against expected milestones for their age and stage. However, this should be done with flexibility, as rates of development vary widely due to individual differences.

Growth is usually divided into stages such as infancy, toddlerhood, early childhood, adolescence, and so on. Each stage has key milestones, for instance:

• Physical development: Walking, running, or fine motor skills (e.g., holding a pencil).
• Social/emotional development: Managing emotions or making friends.
• Cognitive development: Solving problems or recognising letters and numbers.

The assessment must reflect realistic expectations for different ages and stages. For example, you wouldn’t expect a two-year-old to manage their emotions the same way a seven-year-old does.

Health and Medical Needs

A child’s or young person’s health significantly influences their development. Any medical condition or health problem can impact their ability to reach developmental milestones. For example:

• Chronic illnesses such as asthma or diabetes may affect attendance at school, resulting in missed learning opportunities.
• Disabilities, whether physical or learning-based, may delay development in certain areas.
• Sensory impairments, such as hearing or vision loss, might affect communication skills or educational progress.

When carrying out assessments, it is important to factor in any medical diagnoses, ongoing treatments, or support needs. For instance, a child who uses a wheelchair might score differently on a physical development assessment, but this should not reflect negatively on their overall progress.

Family Background and Circumstances

A child’s family shape their environment and, in turn, their development. Differences in family structures, dynamics, and socio-economic situations play a significant role. Areas to consider include:

• Relationships at home: Positive bonds with caregivers support social and emotional growth, while neglect or exposure to domestic conflict may hinder development.
• Financial circumstances: Children in low-income families may face challenges such as limited access to learning resources (like books or educational toys) or inadequate nutrition, which directly affects cognitive and physical development.
• Cultural or religious influences: These can shape children’s perspectives, social behaviours, and values, which need to be respected when performing assessments.

Additionally, children and young people from immigrant families or those who speak English as an additional language may progress differently from native speakers in particular developmental areas, like communication.

Educational Opportunities

Access to educational resources significantly impacts development. Some children and young people may thrive because their schools and early years settings provide high-quality learning opportunities. Others in underfunded areas may face barriers. Factors to keep in mind include:

• Size and quality of classrooms or childcare settings.
• Teacher qualifications and availability.
• Resources like books, outdoor play equipment, or digital tools.

School attendance is also vital. Frequent absences due to medical issues, family responsibilities, or disengagement impact progress. When assessing development, consider the child’s engagement with education.

Impact of Relationships

Supportive and nurturing relationships are key to development. Positive relationships with parents, carers, teachers, or peers provide a safe foundation for growth. Conversely, the absence of these relationships or exposure to toxic relationships can hinder progress.

For example:

• Children who are securely attached to caregivers tend to develop confidence and emotional resilience.
• Support from peers enhances social skills and self-esteem.
• Relationships with teachers or early years workers foster a love for learning and exploration.

During assessment, it’s important to observe not only the child’s behaviour but also the interactions around them.

Environment and Community

The physical and social environment shapes developmental opportunities. Factors like safe spaces to play, access to parks, and community activities add value to a child’s development. Risks like unsafe neighbourhoods, a lack of green spaces, or limited local resources may stifle progress. Keep in mind:

• The quality of housing: Overcrowding and poor living conditions can lead to stress or limited play opportunities.
• Cultural or leisure experiences: Visits to museums, libraries, or theatres encourage curiosity and learning.

Consider whether external barriers are contributing to developmental delays. Recognising these challenges can help when planning interventions.

Cultural and Social Expectations

Different cultures and societies may have varying expectations about what is considered “normal” development. For instance, some families may prioritise academic milestones (e.g., reading or maths) over other areas, such as social or emotional growth. Similarly, cultural norms may influence behaviour. In some cultures, children are taught to be quiet and respectful, while in others, assertiveness or confidence is encouraged.

Understanding a child’s cultural background helps assess their development in context. Without this context, there’s a risk of making inaccurate assumptions.

Use of Developmental Theories

It’s helpful to be familiar with developmental theories. These provide frameworks for understanding how development progresses and what influences it. Examples include:

• Piaget’s theory of cognitive development: Suggests children progress through stages of learning, influenced by their ability to explore and engage with the world.
• Erikson’s stages of psychosocial development: Focuses on how relationships and experiences shape emotional and social growth.
• Vygotsky’s social constructivist theory: Highlights the importance of social interactions and the role of “scaffolding” (support provided by adults) to help children progress.

These theories should not dictate assessments but can help interpret behaviour, learning, or any identified gaps.

Child Involvement and Preferences

Children and young people are individuals with unique personalities and preferences. Some may excel in activities they enjoy, while struggling in areas they find boring or difficult. For example:

• A child passionate about art may show strong creativity but struggle with maths.
• Teens may perform better academically if lessons align with their interests.

Listening to the child and engaging them in discussions about their goals and challenges provides a fuller picture of their needs.

Objectivity and Avoiding Bias

Developmental assessment must be impartial. Personal biases or stereotypes about gender, ethnicity, or social background can skew observations and affect judgement. Always assess the child’s abilities based on evidence—what you see and hear—not assumptions.

Use a variety of evidence to support the assessment, such as:

• Observations during play or learning.
• Feedback from parents/carers.
• Input from teachers or other professionals.

Responding to Additional Needs

Some children and young people require extra support due to disabilities or special educational needs (SEN). This could include:

• Physical disabilities: May require adjusted expectations for physical or motor milestones.
• Autism spectrum or ADHD: Behaviour and social communication patterns are different, so assessment should reflect these differences.

In these cases, even small achievements may represent significant development. Tailoring assessment approaches for children with additional needs ensures fairness.

Final Thoughts

When assessing development, always focus on the child or young person as an individual. Consider everything happening around them, from their health and family situation to their education and relationships. Use evidence-based observations to form an accurate picture of their progress and potential challenges. By being thorough in your approach, you can identify their needs and recommend the right support to help them thrive.