The above quotation captures what developmental assessment encampuses. WHY ARE CHILDREN TESTED? Children are tested to measure whether their development is on par with the expected level of competencies for their age. For their well-being, according to Brooks-Gunn (1990), children need to be assessed on their physical, cognitive, social and emotional development. Assessment of young children helps to pin point strengths and weaknesses (which can affect functioning later in life).
Asking why adolescents are susceptible to poor decision making is a very broad question. Dividing it into three main areas and looking at these should make it a lot easier for us to grasp. The areas that will be discussed in the essay are why poor decision making occurs from social, cognitive and physical development perspectives. During adolescents people have many large decisions to make that can affect them later on in life. Understanding what affects decisions is vital if we are to gain an insight to an adolescent’s life.
What impact do local and global inequalities have on children’s experience of adversity? This assignment will firstly explore what is meant by adversity. Investigating the way in which children deal with adversity and the impact adversities have on children as individuals. When considering the impact of inequalities on children’s experience of adversity this essay, whilst recognizing the multiple forms of adversity, will focus on the issues of health and poverty, exploring the impact at both global and local levels. In examining the impact of adversity we are measuring against what constitutes children’s needs and well-being.
Theoretical Basis and Research Attachment theory explains the role that the dynamic relationship between a child and caregiver plays in shaping an individual’s interpersonal relationships (Bowlby, 1969). One of the central tenets of attachment theory is the concept that children form internal working models of attachment based on the children’s thoughts about themselves and the children’s expectation about their caregiver’s availability and responsiveness (Bowlby, 1973). Working models allow children to develop cognitive schemas about themselves and others in order to predict and plan for the responsiveness of the caregiver. Early attachment relationships teach children how to regulate internal and external stimulation. In response to fear, children develop patterned behaviors in order to manage the stress, difficulty, and overwhelming situations.
• Accommodation = occurs when a child adapts existing schemas in order to understand new info that doesn’t fit • Equilibration= According to P cognitive development is driven by the need for equilibrium in cognitive structures. When a child is aware of a shortcoming in existing thinking they experience an imbalance between what is understood and what is encountered. They try to reduce this imbalance by developing/adapting schemas until an equilibrium is restored. This process=equilibration A01/Piaget’s stages • 4 stages in cognitive development • Stage 1= Sensorimotor stage (0-2 y) - children able to coordinate sensory input with motor actions. Key development = objects permanence-8 months they realise that objects that our out of sight still exists.
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.
When testing young children the examiner needs to take certain aspects into account. The young child's immature developmental status influences the responses to testing more than older children or adults. Other considerations, which are
What developmental models best account for the causes of developmental difficulties? “Development “refers to the changes in a child as he or she grows from immature infants to capable, mature adult”. This essay will help to understand the developmental difficulties in children. These difficulties can delay or effect their growth as well as their perception and understanding. Some children have to face difficulties as they grow like physical, emotional and behaviour.
Unit 2- Development from Conception to Age 16 Years E1, E2 and E3 There are many different ways in which a child develops, such as physical development, cognitive development and moral development. Two areas of development that I think are important are Social and emotional development and Communication and language. There are great differences and cultural variations in the way individuals will experience social and emotional relationships during the course of their life and so each individual will develop differently, however there norms in which a child is expected to be meeting for each area of development and for different ages. For a 0-3 year old (Infancy), it seems that an infant has an in built tendency to interact with carers and by 2 months they may even start to smile at human faces. At 3 to 5 months, they will respond when adults talk and can distinguish between familiar and unfamiliar people.
| Complete after Unit 1 | TASK 1.1 | Explain the sequence and rate of each aspect of development from birth -19years | TASK 1.2 | Explain the difference between the sequence of development and rate of development and why the difference is important | TASK 1.3 | Explain how children and young people‘s development is influenced by a range of personal factors | TASK 1.4 | Explain how children and young people’s development is influenced by a range of external factors | TASK 1.5 | Explain how theories of development and frameworks to support development influence current practice | TASK 1.6 | Explain how to monitor children and young people’s development using different methods | TASK 1.7 | Explain the reasons why children and young people's development may not follow the expected pattern. | TASK 1.8 | Explain how disability may affect development | TASK 1.9 | Explain how different types of interventions can promote positive outcomes for children and young people where developement is not following the expected pattern | TASK 1.10 | Analyse the importance of early indentification of speech,language and communication delays and disorders and the potential risks of late recognition. | TASK 1.11 | Explain how multi agency teams work together to support speech, language and communication. | TASK 1.12 | Expalin how play and activities are used to support the development of speech,language and communication | TASK 1.13 | Explain how different types of transitions can affect children and young people’s development | TASK 1.14 | Explain the effect on children and young people of having positive relationshils during periods of transition | END OF ASSIGNMENT TASK 1.1 Explain the sequence and rate of each aspect of development from birth -19years The development of a child usually follows a similar pattern. Certain milestones are expected