Each young person is an individual and will mature and develop at different rates and time scales. It is important to factor this in when working with young people on an independence plan as one plan will not suit all young people. As previously mentioned a young person with mental or physical disability may require more intense care and support for a longer amount of time than a
If these factors (with the exception of special needs) are not included in the children’s or young person’s environment there may be a negative impact on their individual rate of development and so, the inclusion or exclusion of these factors can influence the rate at which a child develops and acquires skills e.g. lack of social interaction could inhibit (slow the rate of) a child’s communication development opportunities and so the child would be less likely to be at the same stage or milestone as its peers. In conclusion, children’s and young person’s development does follow a sequential pattern however each
The sequence that children will follow has quite an obvious pattern with the child learning to hold their head up before they can sit, to sit independently before they can stand, to stand independently before they can walk and to walk confidently before they can run. Some children may miss out a certain sequence e.g. they may never crawl, however as long as they are progressing in their development and moving onto the next sequence there is no need for intervention or additional support. The rate of development will vary from child to child, one child may be walking unaided at 10 months old (which would be considered as a fast rate of development) where as another child may achieve this at 24 months (which would be considered as a slow rate of development). By ways of tracking and mapping out a child’s development and using milestones to give an idea of a typical child’s development for a particular age, it is easier to identify if a child is struggling in a certain area of development.
Culture influences infant and toddler development in many ways, yet all children respond differently. Culture itself has so many possibilities that sometimes it is often hard to determine what within a culture does affect a child’s development. For example, a child may find the daily routine of traditional daycare to be invigorating. This could affect the child’s life beyond childhood leading them to becoming a very outgoing person who is actively involved in many group and other activities. A different child, in the same routine, may find it overwhelming and may grow up to avoid large groups, preferring a life path that is more secluded.
First impressions are important for parents and carers as well as the children and young people. As a playworker, you will need to develop a range of techniques and strategies for interacting with children and young people. Whatever techniques you use, you must ensure that the activities are appropriate for the age and stage of development of the children and young people. Each child and young person is very different and may need to be treated individually, sometimes one-to-one, for example if you have a shy child you may guide them towards a one-to-one activity. You may need to monitor the noise levels in that particular area, and you should observe occasionally throughout the session to ensure that the child is settling in.
The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation of the next development stage to be reached. Rate of development is however, when individuals reach certain targets or milestones and at the speed of which they do so, and is also about recognising and identifying any concerns in development and how you can adapt and assist learning and development. 1.3 There may be many reasons why a child/ young person’s development may not follow a typical pattern of development. Some of these reasons could be disabilities, resources available, cultures, facilities and equipment. There could be many possible restrictions on development due to disability, such as, physical disability and not being able to use certain parts of the body to aid mobility and therefore restricting access to facilities, resources and hands on approach learning.
Natalie Ettrick CYP 3.4 – Support children and young people’s health and safety 1.1 There are a number of factors to think about when you are planning for a healthy and safe environment or an activity with children and young people. You must remember everyone is an individual and may have particular needs. If you have a clear understanding of the following then it will become second nature to include safety in your planning. • Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts.
Homework – Week 1 Unit 01 – Child and young person development (1.1) Explain the difference between sequence of development and rate of development and why the difference is important (1.1) Sequence of development and rate of development are both linked together but in separate ways. The sequence of development is the order in which a child develops, for example, a child of 0-2 years would begin to roll over, crawl, stand and start to walk unaided. However sometimes a child may miss out a section of the sequence, for example, a child of 0-2 years may sit, stand, walk and run missing out rolling over and crawling completely. However the child is still following a sequence of development be-it a different style of sequence. The rate of development is the time frame in which the child should achieve the difference development mile stones, for example, a child of 3 years old should be able to walk up and down stairs unaided, use a fork and spoon and refer to themselves a “I”.
Infancy and Early Childhood Development Early childhood development usually means some kind of change; it does not necessarily mean a specific type of change (Seifert, 2004). These changes come about for several different reasons. Some are due to the family a child is born into, some are due to the parenting style that is chosen, and still others happen because of education. The question is—what effect does each of these have on the development of the child? The Effects of Family on Infants and Young Children A child’s brain begins to ready itself for learning even while still in the womb.
Understand child and young peoples development. 1.2) Explain the difference between sequence of development and rate of development and why the difference is important. Sequence of development is some thing that the child has to develop in order - for example they learn to recognise words before being able to attempt saying that word themselves or a baby has to learn to sit up and support their own weight before being able to crawl. The rate of development is the speed at which the child develops a skill. Some children’s rate of development is a lot faster then others, for example some babies learn to walk at 10 months while others don’t start walking until they are over a year old.