Analyse the difference between sequence of development and rate of development and why the distinction is important. It is important to know the difference between the sequence and the rate of development, as it helps to identify the child’s abilities and needs during these stages. The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation for the next development stage to be reached. The sequence of development is not to be confused with the rate of development as every child will progress and grow at different speeds. The rate of development however, is when individuals reach certain milestones and at the speed of which they do so, and the rate is also about recognising and identifying and concerns in development and how you can adapt and assist learning and development.
Unit 22 – Understanding Child and Young Person Development 1.1/1.2 Explain the sequence and rate of development from birth-19yrs. Explain the difference between sequence and rate of development and why the difference is important. Children’s development is continuous, so it is important to look at the sequence and rate of each aspect of development as a way of monitoring their progress. Although children develop in many different ways and at many different rates, the sequence that they follow is understood to be roughly the same. The sequence that children will follow has quite an obvious pattern with the child learning to hold their head up before they can sit, to sit independently before they can stand, to stand independently before they can walk and to walk confidently before they can run.
Outcome 1 - Understand the pattern of development that would normally be expected for children and young people from birth - 19 years. 1.1 The following table is used to display the ages and stages of development for children and young people aged 0-19 years. 1.2 An understanding of the difference between rate of development and sequence of development is important when analysing any form of development in children and young people. Sequence of development is when there is a definitive pattern to development like a baby learning to sit and balance before he or she can crawl, or a toddler learning to walk before he or she can run. The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation of the next development stage to be reached.
With positive behaviour around, children find it much easier what is expected of them. Starting from a young age having boundaries with children is crucial so as they grow they will know what behaviour is acceptable and what behaviour isn't. They need consistency so that way staff have to work close with partent/carers to let them know what boundaries we have in our settings and try and get the partents to use our techniques at home so the children dont get confussed. Children need a lot of consistency in their lifes to help them know what is good behaviour. This also helps children take responsibility for their actions and also they are part of the process.
Bowlby claimed that infants need one special attachment relationship that is qualatively different from all others. Lastly, the internal working model which is developed through the monotropic attachment. This model represents the infant’s knowledge about his/her relationship with the primary attachment figure, in other words, the mother. It generates expectations about other relationships, so whatever relationship the mother has formed with their child, whether she is kind and loving, or aggressive and uncaring, the child will develop and have this expectation in mind of all future relationships. For example, Hazan and Shaver (1987) showed that there is a link between early attachment experiences and later romantic relationships.
3.1 Explain how to monitor children and young people’s development using different methods. It is important to monitor a child’s development to make sure that any necessary assessments can be arranged to help and support them. It is crucial to identify any children who may be at risk, moreover to prevent those who are not yet at risk becoming at risk. Intervention is required as soon as possible to lower any chances of developmental delay. There are a few ways of monitoring and observing a child to gather necessary information.
One of the staff member also speaks this language and has given us some key words and phrases toensure the child can get maximum benefit from attending the setting. Inclusion also includes the idea that all children neet to feel welcomed and valued at the nursery, practicioners need to ensure every effort is made for this to happen. Discrimination is the cause for the opposite of the above happening, i.e. the barriers being raised in a setting and children's development being hindered because of this. It entails holding a negative prejudice about a group based on how they look and how they act.
Panels are usually made up of different agencies and these panels determine the access that is available between settings. These panels aim to support the early identification of children’s needs, monitor children’s progress, ensure a child’s needs are identified and assessed quickly and referred to the appropriate setting. They also coordinate provision through the development of partnership with parents, settings and different agencies and support inclusion in mainstream early years settings. It’s important to identify the need for additional support as early as possible. Without it the children will not get the help they need at the right time and this could have an affect on the child’s well being.
Research suggests that lack of these positive influences in a child’s early years can have a significant impact on both cognitive development and health (Child 2005). The New Early Years framework offers a more holistic, child centred approach, which will take into account all aspects of the child’s development including, physical, intellectual, language, emotional and social. It is essential that an all-inclusive approach is adopted, to ensure that every child, regardless of their disabilities or socio-cultural background, has an equal opportunity to learn and develop their skills and attributes in a way that maximises their potential for a fulfilled life. The context of the curriculum offers a rich responsive environment, both indoors and outdoors, with access to a wide variety of learning materials and equipment, suitable for all ages and abilities. Recognition is also given to the fact, that each individual child has a different level of development, learning style, interests and experiences.
Hetherington et al (2006) see a child’s development as influenced by factors such as genetic inheritance, the environment into which the child is born and raised, family and peer interactions and others. This essay will examine social and emotional development of Cal generally and specifically look at how domestic violence at this time may impact developmental processes. It must be noted that all of the developmental levels are equally important given that for normal development to take place in a child, growth in toddlerhood has to have been improving. The role of attachment in social and emotional development will be explored taking the view that it is intrinsically knitted into child development. Finally, the impact of abuse on the said development will then be discussed with a view to understanding how normal developmental processes of the child may be interfered with.