Unit 2 1. A) Explain the difference between sequence of development and rate of development from birth to 19 years of age. Please ensure that you include the following • physical • communication • intellectual/cognitive • social, emotional and behavioural • moral Each child is unique and will develop in there own way and own time, many of these skills and areas of development will overlap with one another. The main aspects of development include physical development,Communication and Language development, Intellectual and cognitive development, and social,emotional,behavioural and moral development. Most children will follow the same “pattern of development” but the ages at what they meet them may differ depending on the individual.
Unit CT230.1 Questions 1) explain the sequence and rate of each aspect of development from birth to 19 years? All children development is and can be measured in many different ways, although that children develop at different rates and in different ways, but the sequence in which they develop will be roughly the same for example, they will need to develop another such as walking then they will develop into running, skipping and jumping. Development referred it to being on a timeline and is broken into different age categories, as they develop mostly in their early years the milestones are closer together. The development is broken down to different aspects such as language, physical, social and emotional, and intellect developments. These are the stages of development that has been broken down in age categories and aspect that was mentioned in the previous sentence.
While Piaget’s cognitive theory consists of four stages (sensorimotor, preoperational, concrete operational, and formal operational) that children go through as they grow, McCrink and Wynn proposed a different theory of cognitive development. They developed a deeper theory suggesting that children are able to understand object permanence at an earlier age, 5-6 months, because they are able to track objects, or at least a very small limited amount at a time (McCrink & Wynn, 2004). This is because infants can remember and file objects in memory of the few objects that exist before them. In addition to object permanence, they can also discern when objects are added or subtracted before them not because
1.1 | |motor skills | | age ranges |milestone 1 |milestone 2 | |0-2 months |When the baby is on |Their gross motor skills | | |their stomach they |will be devolving still | | |will be able to ever|however young they are, | | |so slightly cock |these shows with the | | |their head to the |newborns legs will be able| | |side. |to be pulled against | | | |themselves. | |3-5 months |have better control |Be able to prop their arms| | |over their limbs |up when on their chest. | |6-8 months |will be able to hold|Will pull themselves up to| | |on tight to things |sitting whilst lying on | | |especially to the |their backs. | | |parents or | | | |significant | | | |influence fingers | | |9-11 months |will be able to pull|Child will begin to crawl | | |themselves up |and will begin to crawl | | | |more often independently.
By 6 months they can roll onto their stomach from their back, push their head, neck and chest off the floor. Babies usually get their first tooth around now. They start to crawl, sit up and pass objects from one to the other. They will learn to pull themselves up using furniture and walk by holding onto things. Hand preference may start to appear.
Unit 1 Understand the development of children and young people in residential childcare 1. Understand the expected pattern of development for children and young people from birth to 19 years old (1.1 – 1.3) Every child develops at a different rate and in different ways to each other. However the sequence in which a child develops is roughly the same e.g they will need to walk before they run. The aspect of a development that children are measured on are: Physical development:- the development of gross motor skills which is the use of large muscles (arms and legs) and fine motor skills which is the precise use of muscles for example hands and fingers. Social and Emotional Development:- the development of a child’s image and identity, relationships and of everyday living and social skills.
1.1 Explain the sequence and rate of each aspect of development from birth to 19 years Development of children overlaps in different areas with many skills that are varied and make each child unique as they develop in their own way. We must look at development as a wider picture which include Physical, communication and language, intellectual/ cognitive, social, emotional and behavioural and moral. Physical development a child develops many skills naturally as they grow and must be left to do this in a variety of ways, some of this happens automatically without realisation and it is important that a child has the opportunity to do so with any support needed. 0-1 year: as soon as a baby has ben born within a few weeks a baby will start to react to sounds and environments around them often with a smile eventually following movement and sound with their eyes until they can move their head to follow. By 6 months as they become stronger and muscles develop they will reach for and hold objects as well as putting fists, and objects into their mouths.
The sequence of development is an order of milestones that children and young people meet and accomplish. Developments in social and emotional, physical, intellectual, language and communication begins from birth and continues into adolescents and it’s within these areas that a sequence is formed, for example a child will learn how to crawl before they can walk or can point before they learn to speak a sentence. A child will usually progress forward from one milestone to the next, normally one accomplishment has a bearing on the next milestone and if a child or young person has difficulty meeting a milestone it can mean they could have delays in other areas as well, and if a child or young person meets a milestone early then they may be great at reaching the next milestone early also. The sequence of development cannot be confused with the rate of development as every child will grow and progress at different rates. A child can accomplish milestones quicker in one area such as mathematics but may take more time to accomplish a physical milestone like running or fine motor skills.
CYPOP1.1 Development and Learning or Babies and Young Children We know that what children are born with and the experiences they have will shape their development. This means that whatever talent and skill a child is born with may not be realised unless the child has a chance to express this and is encouraged by adults. From the moment they are conceived a child’s development begins. The child’s features are decided genetically, although their height will also be affected by the child’s later environment and diet. Sometimes genetic information can be faulty, meaning the process at conception can sometimes be faulty.
Children who are read to aloud and are encouraged to read tend to develop more quickly intellectually.Your child will become more sophisticated in understanding the concept of time. They enjoy hearing about times past.By age 6, most children can count to 100. By age 9, they are beginning to learn how to multiply.Engaging the bodies as well as the minds of children this age will help them learn | While babies seem to be born with some of their emotional equalities in place, much of how they develop initially can be credited to the lessons that they are taught by their primary caregivers. Warm, attentive care, especially during the first year of life helps you to gain a sense that the world is a safe and welcoming place. Babies show increased anxiety and restlessness when they are with unfamiliar people.