EYE L3 WF 2 Holistic Child Development (Y/651/1391) Assignment Brief 2026
Unit 2 Holistic Child Development Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6 NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | Y/651/1391 |
| Unit Title | Holistic child development |
| Unit Number (WF) | 02 |
| Unit Level | 3 |
| Unit credit value: | 14 |
| GLH | 130 GLH (includes 40 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit explores holistic development and key milestones for babies and children, including the significance of experience and personal circumstance.
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand the expected patterns of babies’ and children’s development from conception to seven years old | 1.1 Identify stages of human development from conception to birth |
1.2 Identify sequences of normative patterns of development in babies and children from birth to seven years of age, to include:
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| 2. Understand key milestones for holistic development from birth to seven years | 2.1 Define the term holistic development |
2.2 Describe holistic development from birth to seven years, with regard to:
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| 3. Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social world and underpin their holistic learning and development | 3.1 Summarise theories around attachment |
| 3.2 Explain the significance of attachment in relation to the key person approach | |
| 3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development | |
| 3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and environmental factors | |
| 3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current learning and development needs | |
| 4. Understand the significance of physical, mental and emotional health and wellbeing for babies’ and children’s development | 4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development |
| 4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development | |
| 5. Understand coregulation and self-regulation in children | 5.1 Explain the terms:
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| 5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting | |
| 5.3 Describe how self-regulation changes according to a child’s age and stage of development | |
| 5.4 Analyse the significance of co-regulation for selfregulation | |
| 6. Understand a range of evidence-based theories and research that underpin early years development | 6.1 Summarise a range of underpinning theories and their impact to child development |
| 7. Be able to prepare and support babies and children through transitions and significant events in their lives | 7.1 Develop effective strategies to support children’s ability to manage significant life events and daily micro transitions |
| 7.2 Reflect on how early years educators prepare babies and children for planned transitions | |
| 7.3 Summarise processes used in an early years setting to support individual children through micro transitions, making reference to the role of the key person | |
| 7.4 Identify strategies to support individual children through unplanned and significant life events | |
| 8. Be able to support children to form positive attachments | 8.1 Apply theories of attachment to demonstrate warm and responsive, professional relationships with babies, children and their families, with clearly established and age-appropriate boundaries, including supporting children to develop warm and responsive relationships with other children |
| 8.2 Shadow the role of a key person and reflect on key features of this role | |
| 9. Be able to promote health and wellbeing in settings working with babies and children from birth to five years | 9.1 Reflect on strategies used in an early years setting to:
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| 9.2 Interact with babies and children to positively impact their health and wellbeing, demonstrating care, compassion and sensitivity | |
| 10. Be able to support children to develop a positive sense of self and to recognise, understand and manage their emotions, including supporting a child’s understanding of differing emotional reactions and what may or may not be appropriate | 10.1 Facilitate an enabling, nurturing environment, encouraging emotional literacy |
| 10.2 Maintain an effective and supportive emotional environment that enables the babies and children to feel safe, secure and respected, and experience a positive sense of self and wellbeing, maintaining and prioritising the individual child’s voice | |
| 10.3 Model the use of co-regulation to support babies and children when they are experiencing any range of emotions, by providing warm, responsive interactions to help support the development of self-regulation | |
| 11. Be able to apply evidencebased theories in practice, and as appropriate, based on a clear understanding of cognitive science (reliable theory) | 11.1 Reflect on own practice to identify where there are links to evidence-based theories and philosophical approaches |
Range
| 6. Understand a range of evidence-based theories and research that underpin early years development |
| 6.1 Evidence-based theories: a range of traditional and contemporary theorists to be explored, considering the impact to practice, to include but not limited to:
• Piaget • Vygotsky • Bruner • Bandura • Nutbrown • Athey • Donaldson |
Delivery and Assessment Guidance
| LO7 This section must include:
• moving school • starting and moving through or between early years settings • birth of a sibling • moving home |
| Delivery and assessment guidance |
| • family breakdown
• living outside of the home • loss of significant people or bereavement • social events that impact their lives, such as COVID-19, adoption and care, and including the significance of adverse childhood experiences and trauma |
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