Task: Complete the table to cover Assessment Criteria 3.1, 3.2 and 3.3 Candidates will complete the table below, giving THREE examples of transitions that affect MOST children and young people and THREE examples of transitions that affect SOME children and young people. With all examples, show how the transition may affect their behaviour and development. Transition experienced by MOST children and young people Example of possible effect on children and young people’s behaviour and development 1. Starting School Starting nursery ,school or even college is a big transition for a child/young person some children are not used to being around other children so may begin to attention seek , throw tantrums or show aggression towards others however starting school can have a positive impact as it can teach a child to be independent. Another example could be a language barrier between the child and their peers making the child feel isolated so all four types of development can affect the child when starting school.
By 8 months of age, object of permanence begin to emerge because infants begin to develop memory for objects that are not perceived (Myers, 2013). 1c. Piaget further explains that after object permanence emerged, children at 8 months start to develop stranger anxiety where they would often cry in front of strangers and reach for someone who is familiar to them (Myers, 2013). Both object permanence and stranger anxiety emerge around the same time because children are able to remember and build schemas. 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.
31-5.1 How different types of transitions can affect children and young people’s development A transition is a change of passage from one stage or state to another .Children and young people naturally pass through a number of stages as they grow and develop. Often, they will also be expected to cope with changes such as movement from nursery education to primary school , and from primary to secondary school. These changes are commonly referred to as transitions. Transitions can affect all areas of the development of children and young people: -emotional -personal experiences, such as parents separating , bereavement, entering or leaving care -physical: moving to a new educational setting , a new home or care setting -intellectual -moving
They become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 3 – 7 years A child is learning to be separated from a parent or carer for short periods of time i.e. : nursery or playgroup which then gives them more social awareness. Some will play in groups of two or three and will be able to share ideas. Most children between this age group may have close friends and will still play with both genders.
1. Understand the pattern of development that would normally be expected for children and young people from birth-19years. 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. 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important. 1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
If a child of 12-24 months has a physical hindrance, such as a disability, this could have a knock on effect on their social development. It may cause a child to explore their surroundings less and restrict peer interaction, thus creating a social barrier. A child may feel different to peers and cause them to be less confident and less interactive. Adults can support this by providing emotional support and physical supports and aids, for example crutches, wheel chairs, and ramps so that the child can interact and socialise more effectively. 8-12 Years Effect of emotional on social
1.1a Describe the expected pattern of children and young people’s development from birth to 19 years to include physical development: Physical development of children and young people can be often assumed that it will come automatically as they grow and mature. Some children grow and mature at different paste and this sometimes may cause some to behave differently. 0-3years This is a rapid development period where they have very little control of their movements. This is hinge on series of reflex which is needed to survive. In the first year they steadily starting to more control over their body such as rolling and crawling.
He belived that everyone starts at the bottom (physiological) and that no one can progress to the next stage (safety) until they have got the first stage and so forth until they have reached the top. This theory has been used in schools to help lessons as maslow said that students also need to progress through the stages to do well. By this he means those who havnt met their physiological needs (ie being tired in lesson) will not be able to focus in class. Once they have met that they need to feel safe in class so that they can concentrate as they will feel comfortable. They then need to feel accepted by the other students in class, once they feel accepted they can build up their self esteem meaning they can reach the last step of progressing well in their
Assignment 005 Child and young person development Task A Complete the following four tables showing the different stages of development against the different ages and identify how development is holistic by showing how it links to other development areas. |Physical Development | |Age range |Description of the stage – explain what the stages of physical development are|Give an example of how this impacts on another | | |for each age range. |aspect of development. So give an example of how a | | | |physical development can affect a different form of| | | |development(intellectual, communicative or | | | |social/emotional/behavioural) for example a child | | | |with a cleft palate may find communicating | | | |difficult (include an explanation of why and in | | | |what way) | |0 – 3 months |From birth the baby’s reflexes will allow him to turn his head to suckle when |Links to emotional development, because he has a | | |you touch his cheek.