1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth-19 years. Children’s development is split into 4 aspects which are; Physical development, intellectual development, speech and language development, emotional and social development. It is important to understand that development should be looked at holistically. Holistic development means that all areas of development are thought about and that all aspects involved have an impact on the child. Each area supports another rather than just one at a time.
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.
Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
FMSC 332: Children in Families Section 0301 s: h to adolescence. You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 1. Identify context and theoretical frameworks to understand the developing child.
It isn’t just quiet play that counts. That ambivalence can show up in the child care classrooms as an emphasis in structured lesson in the name of learning outcomes for school readiness. Outdoor time maybe limited because it’s seen as a non-educational recess rather than a chance to learn through playing outside. Play provides cognitive development inways that educational toys don’t necessarily address. Cognitive development is tied into physical and social interactions in the preschool years as children are constructing view of the world and actions in the preschool years as children are constructing a view of the world and discovering concepts.
1.1 Explain the sequence and rate of each aspect of development from birth to 19 years. The sequence of development for children is measured using the following aspects: • Physical • Communication/language • Intellectual/cognitive • Social/emotional/behavioural • Moral Generally children follow the same sequence of development, but this can be at different rates. Physical development 0-2 years. Between birth and 2 years old children can move their head and limbs, lift and turn their heads. By 6 months they can roll onto their stomach from their back, push their head, neck and chest off the floor.
Unit CYP 3.1 Understand child and young person development This unit provides knowledge and understanding of how children develop from birth to 19 years, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transition on children and young people’s development. 1 Understand the expected pattern of development for children and young people from birth to 19 years . 1.1 Explain the sequence and rate of each aspect of development from birth to 19 years you need to show development for children from birth to age 19 that covers the development areas. You can either write per development area eg communication, physical, intellectual, social & emotion and moral and what development you would expect to see for each age group or you can write per age group eg birth to 3 months what communication development would you expect, what physical development you would expect to see etc.
Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
TDA 2:1 Child and Young Person Development. TDA 2.1 -1.1 Development Chart 0-19 years. |Age |Physical Development |Communication & Intellectual development. |Social, Emotional & Behavioural | | | | |development. | |0-3 |As a new born a child has very little |From the day they are born we try to |Children in this age range need to | | |control over its body.
What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded? The aim of the EYFS is to ensure that all children- notwithstanding their background, gain access to quality and consistent early year’s education. To make this possible, a series of documented outcomes is given for each of the seven areas of learning and development of the EYFS. These outcomes are called the Early Learning Goals. These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS.