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. Rate/Speed involves a time frame linked to age. Sequence/Order involves patterns and an order of development linked to body, mobility and intellectual growth - sequence can include an order that's both positive and negative - deterioration. Rate - what happens at 1 year old, 24 months old, 7 years old? Sequence - how things happen in an expected order, sequence i.e.
CHCLD415A – Confirm client developmental status: Assignment 1 Rhonda Jolliffe 8/1/2015 Questions1. for each family member: a) Identify the current stage of lifespan development 10 marks Alice – Adolescence -10-20 Start of puberty. It is controlled by seeking individuality from parents and emerging one's personality. Compared to the child, a teenager's thought courses are more consistent, composite and idealistic. (Peterson, 2010) Joel - Childhood 2-10 throughout this period, children become progressively independent from their parents as they learn to do things themselves and additional achievement self-control.
It has been widely reported that autistic people have unusual sensory perceptual experience that may involve hypo- and hypersensitivity, fluctuation between different volumes of perception and difficulty interpreting a sense. Some of the perception difficulties for autistic people ; viewing thing literally without interpretation, delayed processing for example, phrases, words or sentences may take time to process. 5 The autistic spectrum describes a range of conditions such as; pervasive developmental disorders includes autism, Asperger syndrome, rett syndrome, childhood
.1 Explain how different types of transitions can affect children and young people’s development Transitions are the movements, passages or changes from one position, state, stage, subject or concept to another. These changes can be gradual or sudden, and last for differing periods of time. The transitions that children and young people face can be: • Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents • Physical: moving to a new home, class or school • Intellectual: moving from one type of organization to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university • Physiological: going through puberty or a long-term medical condition/disability • Move from nappies to using the toilet - is a potential confidence and self esteem demoraliser. The reassurance that nappies offer can be enormous for both child and parent. Some children move effortlessly through this transition with seemingly minimal support, for others it is more difficult recognising the signs of needing the toilet, for them it can make accidents and the events that could occur in response to an accident something to be dreaded and feared.
Every child is born with its own genetics and is then influenced by numerous environmental factors. Undue aggression, high anxiety and unresolved oppositional behaviour interfere with emotional development in childhood (3 to 11 years of age) and the emotional development that has occurred in childhood makes a difference to emotional expression, understanding and behaviours in adolescence (12 to 19 years of age). Gaining an understanding of the physiological and environment interactions that occur to influence emotional development is helpful in understanding the affects that aggression, oppositional behaviour and anxiety have on development both during childhood and adolescence. Emotional experiences in early life affect physical brain development just as brain development also affects the type of emotional experience that it is possible for a child to feel. Shore (1997) has found that electrical activity induced in the young brain by the action of the environment on the brain actually changes the physical structure of the brain.
As human being our existence is a full life span, and the phases characterizes varying progress including mental, fleshly, and passionate. The Characteristics of Lifespan Perspective Development As human begin we have different development level and plans. At the present time, there are five characteristics of development. First, multidirectional is a characteristic suggesting change occurs in every direction (Berger, 2008). The Second characteristic is multicontextual which suggests human lives are rooted in many contexts, such as historical and economic conditions, and family patterns (Berger, 2008).
PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. B) What about the Rett and Childhood Disintergrative Disorder? Rett syndrome and childhood disintegrative disorder, both share several signs with autism but usually have unrelated causes. 4. ASD is a form of diability whereby there is need of intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills.
Disability refers to a restriction or loss of ability in performing an activity in a manner or range considered normal for a human being at that developmental stage. The Equality Act (2010) defines disability as a physical or mental impairment that has substantial and long-term adverse effect on a person’s ability to perform normal day to day activities. While addressing disability in childhood and older people it is vital to establish some terms such as impairment, handicap, learning difficulty/ learning disability and special educational needs. Learning Disability according to BILD (2011) refers to a state of arrest or incomplete development of the mind. Disability impacts on the outcomes and life chances at childhood and older people as it affects their social, physical and emotional development.
2. The stages of Family Life cycle Stages The family life cycle model consists of “stages” through which families typically progress over time. Certain developmental tasks are evident in each stage. There are also intermediate periods of transition, which occur as families move from one stage to the next. In each stage there is an overall “emotional process of transition” and a number of more specific “second-order” changes (Cater & McGoldrick 2005:2).
Results showed that children with epilepsy displayed significant deficits in recall and retaining information over a period of time. This study shows how other cognitive abilities are affected when the process of long term memory is