These factors can be a range of different things, from health status, disabilities, sensory impairment, generic inheritance and learning difficulties. These can all influence development. Health Status Health can dramatic change the speed to way a young person develops. If a child has poor health it will create an impact. Although the degree of impact will differ.
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.
As development is more rapid in early years, the first few milestones start by being quite close together, before becoming further apart as a baby becomes a child then a young adult. The aspects of development that children are measured on are: physical, language, social, emotional and intellect.
There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. The assessments are based on EYFS practitioners’ observations. Information from the assessments is used for parents, practitioners and teachers to support children’s learning and development. The 7 areas that early years learning concentrates on are: * communication and language * physical development * personal, social and emotional development * literacy * mathematics * understanding of the world * expressive arts and design Teaching is often done through play, where the child learns about subjects and other people through games. At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom.
It is important to know the difference between the sequence and the rate of development, as it helps to identify the child’s abilities and needs during these stages. The sequencing of development assists us to prepare and plan effectively and at the right time in anticipation for the next development stage to be reached. The sequence of development is not to be confused with the rate of development as every child will progress and grow at different speeds. The rate of development however, is when individuals reach certain milestones and at the speed of which they do so, and the rate is also about recognising and identifying and concerns in development and how we can adapt and assist learning and development. The sequence usually remains relatively the same in each child, but the rate at which many milestones are achieved can vary greatly in different children.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
These relationships and interactions in the Microsystem are the strongest and have the greatest impact on the child. Adults need to be good role models because children will observe their behavior and try to imitate it. If the adults promote positive healthy interactions it shows children an effective way to communicate in a self-confident manner. The Mesosystem is connections between the structures of the child's Microsystem. This refers to the relation of family experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences.
Brain development alters over time and heredity may play a vital role in one’s mental development. For instance, a child that has a family history of learning disabilities may not have the ability to comprehend or obtain fundamental and everyday duties than a child without disabilities can. The functions of a developing brain can also be influenced by gender. In some cases, the female brain will mature at a different rate of a person that is of the male gender and therefore the capacity of the female brain quickly grasps and develops in advance. Brain development can be reliant on the mere growth of a person and is diverse among different people.
CCLD MU 5.3; Lead Practice that Support Positive Outcomes for Child and Young Person Development 1.1Explain different theories and frameworks of child and young person development Piaget Piaget’s theories allow us to take the idea of ‘schema’ into practice and use it to effectively plan for the development of a child. Using these ‘schema’ and Piaget’s stages (sensorimeter, preoperational, concrete operational, formal operational) we can assess where and how a child is currently learning, and plan activities and observations to help them develop into the next stages. High Scope The High Scope theory approach supports children’s learning through play. It helps children to develop their self-esteem, confidence and language. It encourages children to learn at their own level that they feel comfortable and confident with, therefore enhancing the opportunity for developing many social and intellectual skills.