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.
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.
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. Some children may miss out a certain sequence e.g. they may never crawl, however as long as they are progressing in their development and moving onto the next sequence there is no need for intervention or additional support. The rate of development will vary from child to child, one child may be walking unaided at 10 months old (which would be considered as a fast rate of development) where as another child may achieve this at 24 months (which would be considered as a slow rate of development). By ways of tracking and mapping out a child’s development and using milestones to give an idea of a typical child’s development for a particular age, it is easier to identify if a child is struggling in a certain area of development.
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.
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.
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.
NCFE Level 3 Supporting Teaching & Learning in Schools Assignment 1 Unit 1: Child and Young Person Development Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years. Sequential development and the rate of development are different but they tend to work with one another; sequential development states that a child must finish one area of development before moving on to another, the rate of development refers to the pace at which a child develops. Lev Vygotsky (1896-1934) proposed that development is the gaining of skills in all aspects of a person’s life; he saw child development as consisting of passing through a series of periods of stable development. These periods and different stages of stable development are referred to as the rate of development; each category falls into a group of years such as stage 1 being infancy which is 0-3 years, stage 2 being pre-school/school which is age is 3-7 years, stage 3 being school age which is 7-12 years and stage 4 being puberty which is 12-19 years. Throughout these developmental stages there are aspects which define the standard development that a person is measured against; these are physical, cognitive, language and speech, social and emotional, and sex/ gender identity.
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.
i.e. emotional reactions involve the whole body in babies but when the child is older these responses may only involve facial expressions. Milestones Milestones mark the achievement of certain mental and physical abilities such as walking or being able to form a sentence, and signal the end of one developmental period and the beginning of another. Researchers who have studied the accomplishment of many developmental tasks have determined the typical ages that are associated with each developmental milestone. However, they have also found that the time spans in which some milestones are achieved can vary, with some milestones being more variable than others Following is a general guide to how children develop within the following age ranges: 0-3 years 3-7 years 7-12 years 12-16 years 16-19 years Development – Ages