You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. • Some children have specific needs such as sensory impairments: for example think about the challenges to a child with limited hearing understanding explanations about safety. • The different needs of families and carers must be considered. • Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are offered. • The duty of care of a setting to children, parents and carers is a legal obligation.
Maslow's Hierarchy of needs helps to explain how these needs motivate us all. Maslow's Hierarchy of needs states that we must meet the expectations, starting with the first, which is the most news for survival itself. Only when we are well being with the lower orders needs we are concerned with the another higher stage. if our lower order of needs are lost, we can no longer maintain our higher order needs. The five stages are Biological and physiological needs, Safety needs, Belongingness and love needs, Esteem needs and Self - Actualization needs.
Safeguarding is an important part of integrated working. When professionals work together in an integrated way, they put the individual at the centre of all activities to help identify their holistic needs earlier to improve their life outcomes. It is important to see safeguarding as part of a continuum, where prevention and early intervention can help children, vulnerable adults and families get back on track and avoid problems turning into a crisis. Protection is a central part of safeguarding and promoting welfare. It is the process of protecting an individual identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect.
Understanding Child Development For professionals and parents ensuring your child has the best start in life is of fundamental importance. Understanding how children develop, the rate and sequence of development especially, helps us to provide the resources that a child needs in order to maximise their potential. This booklet will look at factors affecting children’s development as well as some of the theories of development which affect current practice. Included in this booklet is a reference for parents and professionals which explains how to monitor children’s development and what to do if a child needs help with his or her development. Factors affecting development There are a range of factors which can affect a child’s development which begins from the moment of conception, and which will influence how the child develops and at what rate.
I will also discuss how carers/educators acknowledge these needs and meet them in an early years settings. Finally I will explain how these needs relate to United Nations Convention on the Rights of the Child (UNCRC). Physical needs A physical need is something our body requires to grow and mature. These needs are vital for the body to grow in size, weight, and height. These needs relate directly to the development of gross and fine motor skills as well as the maturation of the brain and nervous system (Cortvriend, in Macleod-Brudenell & Kay, 2008).
What they grasp from those experiences accumulates as basic learning which guide them in their future. However, different people have different understandings of what a child should experience in order to be brought up the “right” way. For these differences in views, a number of theorists and philosophers have studied and put together sets of activities, experiences and events that would best contribute to infant and toddler development. This set of guidelines is taught to caregivers and educarers as basic curriculum for the young children (Gonzalez-Mena & Eyer, 2007). In the delicate phase of infancy and toddlerhood, it is the everyday care-giving routine that makes up curriculum for the children.
The above quotation captures what developmental assessment encampuses. WHY ARE CHILDREN TESTED? Children are tested to measure whether their development is on par with the expected level of competencies for their age. For their well-being, according to Brooks-Gunn (1990), children need to be assessed on their physical, cognitive, social and emotional development. Assessment of young children helps to pin point strengths and weaknesses (which can affect functioning later in life).
Parents need to choose toys that stimulate many senses in order to give the child the opportunity to make things happen. Parents need to select toys that foster creativity. Age recommendations on toys are very useful because they offer guidelines on the following areas: safety of the toy, ability of the child to play with the toy, ability of a child to understand how to use a toy, and the needs and interests at various levels of child development. These recommendations must be considered by parents in order to make the most out of the toys that they give their children. It is not just for short term use for the child, most importantly parents need to consider the toys' long term effects on the child's development especially on the cognitive and behavioral aspect.
1. Understand the pattern of development that would normally be expected for children and young people from birth – 19 yrs. 2.1 Explain the sequence and rate of each aspects of development that would normally be expected in children and young people from birth – 19 years. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping.
Understand child and young peoples development. 1.2) Explain the difference between sequence of development and rate of development and why the difference is important. Sequence of development is some thing that the child has to develop in order - for example they learn to recognise words before being able to attempt saying that word themselves or a baby has to learn to sit up and support their own weight before being able to crawl. The rate of development is the speed at which the child develops a skill. Some children’s rate of development is a lot faster then others, for example some babies learn to walk at 10 months while others don’t start walking until they are over a year old.