From birth through to adulthood children continually grow, develop, and learn. A child’s development can be measured through social, emotional, intellectual, physical and language developmental milestones. In general, child development progresses from head to toe. Beginning at the top of the body and gradually moving downwards from inner to outer. Firstly gaining control of muscles close to the head and then moving outwards so the large muscles in the shoulders and upper arms/thighs are first and the extremities last from simple to complex; children progress from simple words to complex sentences from general to specific; emotional responses involve the whole body in young babies but may involve only the face in an older child It is important to understand how children develop physically, socially, emotionally and intellectually and to know that all areas of development
CYP 3.1 2.3 Explain how the theories of development frameworks to support development influence current practice Researched from How Children Learn by Linda Pound Jean Piaget - Cognitive Piaget was interested in intellectual development. He identified 4 stages of development from birth through to adulthood. These are Sensorimotor Piaget called the first 2 years of a child's life the sensorimotor stage. This is when babies/toddlers knowledge and understanding are chiefly drawn from physical action and their sight, sound, taste, touch and smell (senses). Preoperational This is the stage from the age of 2 year up to the age of around 6 or 7 years old.
Does it stimulate verbal, written or reading development? The LeapPad2 is a very good tool to help children learn how to read. The LeapPad2 Learn to Read Phonics is designed for 4 to 7 year olds. The toy builds upon the child’s reading skills and helps them move at their own speed as they move forward to reading by themselves. It also helps the child recognize how letter sounds come together to form words.
As the new born grows into a young person he can take care of his or her own body and interact effectively with others. For these reasons, the primary developmental task of this stage is skill development. (Eamon, 2001) Physically, between the ages of three and five years, children continue to grow rapidly and begin to develop adequate motor skills. They began to master typical many skills like sitting, walking, and toilet training, using a spoon, scribbling and hand and eye coordination to catch and throw a ball. By age of five most children demonstrate fairly good control of pencils, crayons, and scissors.
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.
Understand child and young person development Task A 1. Sequence for Physical development for ages 0-19 There are two types of physical development. Gross motor skills are whole body movement skills such as running, jumping and balance. Fine motor skills which are hand eye coordination skills an example of some of these are writing, threading, painting and drawing. Age Range | Sequence and rate of development | 0 – 3 months | Beginning to hold head when supportedSucking, grasping and rooting refluxes Lift head towards their chest when laying down Touch, pull and tug own hands | 3-6 months | Beginning to roll overUsing legs to bear down Pulling backwards and forwards with the body on objects Reaching out for objects and touching thingsUse objects to make discoveries such as shaking a rattle | 6 -9 months | Crawling Transferring objects from one hand to anotherGrasping at objects | 9-12 months | Aided walkingSitting unaided Roll a ballPick up objectsThrow objectsHold a pencil in a palmer gripBeginning to use the pincer grip | 1-2 years | Walking unaided Walk up and down stairs with aidWalking and running and stopping without fallingSeat themselves in a chairPick up objects from a standing position | 2-4 years | Kick a ballStability to runWalk on tiptoesJump with two feet together from a small height Explore more physical toys such as scooters and tricycles with confidence Running rapidly and safelyClimb stairs by stepping with one step at a timeUse a slide without any helpThrow over arm and begin to catch large balls Feed themselvesPick up tiny objects using pincer grip Use blocks to build a towerDraw circles and lines using a pencil/pen in a tripod gripCan thread large beads Use child safe scissors to cut | 4 – 7 years | Can ride a bike with stabilisers Can hop with balance Skip in time to music Catch and throw balls with
E1- Describe the development of children in a selected age range and in 2 areas of development. Physical Development: Physical development is important for 3 reasons Allows new learning to take place Allows further development-build on skills already perfected Enhances confidence/self esteem 0-6 months Babies learn how to control their muscles and movements. Baby’s development of fine motor skills can be watches hands and plays with fingers, clasps and unclasps hands and can hold a rattle for a moment. Its development of gross motor skills are, lifts head and chest up and waves arms and brings hands together over body. By one month, a baby can turns its head from side to side when lying on the back or belly, and can move its hands and arms.
Melissa Swaby Unit CYP3.1 - Understand Child and Young Person Development Understand the expected pattern of development for children and young people from birth – 19 years 1.1 - Explain the sequence and rate of each aspect of development from birth – 19 years There are many different sequences and rates relating to the development of an individual; which are as follows:- 0-3 Months: At this stage 1.2 - Explain the difference between sequence of development and rate of development and why the difference is important Understand the factors that influence children and young people’s development and how these affect practice 2.1 - Explain how children and young people’s development is influenced by a range of personal factors 2.2 - Explain how children and young people’s development is influenced by a range of external factors | 2.3 - Explain how theories of development and frameworks to support development influence current practice Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3.1 - Explain how to monitor children and young people’s development using different methods. 3.2 - Explain the reasons why children and young people’s development may not follow the expected pattern. | 3.3 - Explain how disability may affect development. 3.4 - Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern Understand the importance of early intervention to support the speech, language and communication needs of children and young people 4.1 - Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. 4.2 - Explain how multi agency
Assignment One 1. Summarise the main development of a child from the age range of 0-2 years, 3-5 years and 5-8 years. Children grow in various ways throughout their development stages, each child is different and should be treated as such, there are five development stages during the first eight years, and these consist of; Physical Development, After a baby is born physical contact begins when they lie on their backs, touch their toes and discover their fingers, as time goes on they become more agile and a child will be able to crawl and shuffle around, they may also attempt to walk unaided. At two they should be walking and throwing a ball, but is likely to lack confidence in catching a ball. By three a child will have learnt most methods of movement, they will be able to walk backwards and sideways, and may even jump from low heights, they should also be able to ride a tricycle.
Assessment Task one: 1.1 Aspects of development: The five aspects of development are Physical, Intellectual, Language, Emotional, Social and Spiritual or known as P.I.L.E.S.S. Physical development which is based on how children develop physically, this area of holistic development is split it to fine motor skills which is hand eye co-ordination i.e holding a pen and gross motor skills which is big body movements i.e kicking a ball. Intellectual development is also known as cognitive development. This area of development covers the children’s ability to learn, think solve puzzles/riddles, the construction of the thought process the ability to remember information and language. Language development is how children communicate from birth i.e crying babbling and talking.