The common ratio is × × × = = = . Multiply each term by the common ratio to find the next three terms. The next three terms of the sequence are 8. −7, 21, −63, … , , and . eSolutions Manual - Powered by Cognero
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
Unit 6 Understand child and young person’s development. 09.09.13 Review A child's development usually follows a known and predictable course. The acquisition of certain skills and abilities is often used to gauge such development. Children will reach milestones at certain ages throughout their development, if a child does not seem to be achieving these areas of development this may be a concern and an area that needs special attention. From birth to 19 years a child should achieve a number of significant development areas, these are determined by a sequence of development and the rate of development.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
|Title |CCLD MU 5.1 Support children’s care, learning and development in the early years | |Level |6 | |Credit value |8 | | | | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | |Understand the |1.1 Outline early years curriculum models supporting children’s care, learning and | |impact of early years curriculum models on the |development | |application of theoretical perspectives of | | |children’s care, learning and development |1.2 Evaluate the relationship between theoretical perspectives and early years | | |curriculum models | |2. Be able to lead the implementation of the early |2.1 Support the development of procedures and practices used to implement the early | |years curriculum
The sequence of development is an order of milestones that children and young people meet and accomplish. Developments in social and emotional, physical, intellectual, language and communication begins from birth and continues into adolescents and it’s within these areas that a sequence is formed, for example a child will learn how to crawl before they can walk or can point before they learn to speak a sentence. A child will usually progress forward from one milestone to the next, normally one accomplishment has a bearing on the next milestone and if a child or young person has difficulty meeting a milestone it can mean they could have delays in other areas as well, and if a child or young person meets a milestone early then they may be great at reaching the next milestone early also. The sequence of development cannot be confused with the rate of development as every child will grow and progress at different rates. A child can accomplish milestones quicker in one area such as mathematics but may take more time to accomplish a physical milestone like running or fine motor skills.
Theories of development. Jean Piaget (1896 – 1980) – Cognitive Piaget's theory was that children construct or build up their thoughts according to their experiences of the world around them. The child's conclusions or thoughts are known as 'schema' (building blocks of knowledge). The child will adapt their schema when new information is received. As a child develops, so does their thinking.
Monitoring of children and young people’s development is mainly carried out by observations which are methods of gathering information about the behaviour and stage of development of a particular child. There are various methods which can be used to carry out observations of development. Some are very basic or cover a single situation or activity whereas others take into account a range of factors or involve observing a child regularly over a period of time to build up a picture of their stage of development. Some simple methods which can be used to monitor all the children in a setting include: • Checklist – this is a list of “milestones” that a child should reach at a particular stage of development. They can be compared against the list or checked off as they achieve each milestone or are observed to have attained it.
1. Understand the pattern of development that would normally be expected for children and young people from birth-19years. 1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth-19 years. 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important. 1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors.
TDA 2.1.1. Know the main stages of child and young person development. |1.1. Describe the expected pattern of children and young people's development from birth to 19 years, to include: | |• Physical development • Communication and intellectual development | |• Social, Emotional and Behavioural development. | | | |“Children develop at their own rates, and their own ways.