1. Understand the pattern of development that would normally be expected for children and young people from birth – 19 yrs. 2.1 Explain the sequence and rate of each aspects of development that would normally be expected in children and young people from birth – 19 years. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping.
RUNNING HEAD: TREATMENT OF CHILDREN OBSERVATION As we get older and begin to stand more our own in the world being a kid again for some does not seem that bad. Overtime we develop our identity, although the process may be different for each individual we all go through developmental life changes. In respect to child development, Greenspan & Greenspan (2003), created a developmental model that display the levels of growth that should be achieved from infancy to adolescence. Greenspan’s model (2003) consists of four developmental levels: (1) Attends and engages, (2) Communicates with gestures and behaviors, (3) Creates internal images (ideas) share them with others (i.e. symbols, mental representation), and (4) Categorizes these meanings and makes connections between them.
Factors affecting development There are a range of factors which can affect a child’s development which begins from the moment of conception, and which will influence how the child develops and at what rate. Development is measured by parameters which have been carefully researched and measured and to which many professionals such as doctors, teachers, social workers and so on are able to refer to when assessing a child’s development. These milestones in development enable professionals but also parents to see where a child is in their rate of development and if they are following the sequence of development that is expected of them by a certain age. An example would be that most children will start to walk between 10 to 17 months, if after this time a baby is still not walking then there may be professional intervention that can resolve the problem which is important to solve at a younger age in order to prevent any problems later on in life. There are many things that can influence a child’s development which can be divided into personal and external factors.
Child growth and development focuses on biological and psychological as well as emotional changes throughout their childhood into adulthood. Developmental changes can be strongly influenced by prenatal issues and genetics. Although, the cultural background and the environment the child is engaged in also play a vital role in their development. The developmental changes may occur when the child begins to mature because of environmental aspects, but normally developmental changes are a reflection of cultural, environmental, and genetics. Evidence will show that a child’s growth and development has many aspects including physical, motor, perceptual, cognitive, social-emotional, and language development.
A Study Examining How Children’s Self-descriptions and Their Locus of Self-knowledge Develop With Age: Using Rosenberg’s (1979) Self-concept Research Abstract This study is centered on Rosenberg’s (1979) self-concept research and aims to examine how children’s self-description and locus of self-knowledge change over time. Based on open-ended, semi-structured interviews, self-descriptions and locus of self-knowledge responses from two children (Annie: 8 years and Kirsty: 16 years old) were identified and coded using Rosenberg’s (1979) categories. Textual, category analysis was carried out on the data sample, determining whether there was a pattern of responses, indicating developmental progression in children’s self-concept. The results presented found that there was a difference in responses given by different aged children and these results are consistent with Rosenberg’s (1979) findings. Future studies would benefit from acknowledgement of possible socio-economic and cultural differences as well as establishing the potential impact of power dynamics on responses given in the adult-child interview condition.
This paper will discuss the important stages in the development as to how the child changes from physical, emotional, social, and cognitive perspective throughout this time period. Physical Change Physical changes in early childhood are accompanied by rapid changes in the child’s cognitive and language development. From the beginning of birth they use all their senses to attend to their environment. They begin to develop a sense of cause and effect from their actions and the responses of caregivers. As the new born grows into a young person he can take care of his or her own body and interact effectively with others.
Transitions and Challenges in Adulthood One's physical, cognitive and social-emotional development must be examined regards to early and middle childhood modification. The three stages of child development focus on early childhood, middle childhood, and adolescence regards to transition and developmental processes. In addition, major challenges, including health and fitness, and expertise and creativity must continue to be analyzed through clinical practice and further research (Berk, 2010). Developmental processes One's first year of life is extremely critical for healthy advancement, including his physical, cognitive, and social-emotional development (Berk, 2010). The fact is when a child begins to develop; the influences around him will determine his readiness and later his success or failure in his lifespan.
Unit 1 Child and young person development Introduction 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: a) physical development b) communication and intellectual development c) social, emotional and behavioural development. In order to understand and support a child and young persons development, we have to look at the “whole” child.This means looking at all the areas of their development in relation to the particular aspect of development that is being focused on.It is important to remember that development is a holistic process, and that each child is unique and will develop in their own way, and at different rates. With this in mind we can look at a child and young persons development in more of a sequence across ages, rather than different stages at fixed ages.
The expected pattern of children and young people's development from birth to 19 years olds Physical Development Theorist view: The American theorist and researcher Arnold Gesell (1880 -1961) was an early proponent of maturational theory. According to him growth and development occur in orderly stages and sequence. The individual genetic timetable affects rate of maturation. There is a long-running debate about whether our biological heritage ( nature ) is more important than the environment we are brought up in ( nurture). In this context, environment is seen to be everything external that contributes to our development, such as care giving strategies, parenting styles and other influences.
It is agreed upon that the components necessary for information processing rely on; input from the environment, a sensory register and the use of long term and short term memory, attention, the different processes involved in the moving of memories from short to long term, the ability for people to have control on how they may process this information . Last but not least they agree that cognitive development will involve gradual changes in various components of the information processing theory. Input from the environment is very important to the children’s development by providing raw data through sight, smell, hearing, taste and touch. “Individuals differ in how they process information in their social environments. Social information related to parents and peers is often processed with varying degrees of accuracy, objectivity and positivity.