Each area supports another rather than just one at a time. It is important to look at a child’s growth and development holistically as there are many factors that will affect the way the child’s brain develops from birth. This is known as brain wiring. The stages of development as a child grows are examples of the ‘normal’ milestones that children reach at a certain age. It is important to understand and remember that although children usually develop in the same sequence, the rate of their development can vary from child to child and will vary with regards to each child’s abilities, gender, race and needs.
CYP 31 Understand child and young person development Outcome 1 Understand the expected pattern of development for children and young people from birth – 19 years 1. Explain the sequence and rate of each aspect of development from birth – 19 years Development is the gaining of skills in all aspects of a child’s life. The different types of development are split into four areas: Physical development: this refers to the body increasing in skill and performance and includes: * gross motor development (using large muscles), for example legs and arms * fine motor development (precise use of muscles), for example hands and fingers Social and emotional development: this is the development of a child’s identity and self-image, the development of relationships and feelings about him or herself and learning the skills to live in society with other people. Intellectual development: this is learning the skills of understanding, memory and concentration. Communication and speech development: this is learning to communicate with friends, family and all others.
Child and young persons development. 1.1 Describe the expected pattern of children and young people’s development from birth to 19 years. Main areas of child development; * Physical * Intellectual * Language * Emotional * Social The development of children and young people Is continuous and even though all children will develop at different speeds, most will development in a similar order, for example walking, before running and jumping. For example, my first son, Patrick, only started walking at 14 months, whereas my second son, Dominic, started walking at 9 months. By the time Dominic was 14 months old, he could climb everything!
During this first year vision, hearing and taste are still developing. Motor skills develop so the baby can wriggle about, reach for objects, roll over, crawl and even begin to play with toys.
Alison Lawn Mish Wilks 25th February 2013 P1/M1 Unit 8 Human Lifespan Development In this assignment I am going to identify the key aspects of Physical, Emotional, Intellectual and social development for children aged between birth and 3 years old. To gain complete control children will need to master two types of skills, these are:- Gross motor skills Children need to learn to control the muscles that are used for large movements and balance, ranging from learning to support their own heads to walking and kicking a ball. ; These are known as gross motor skills. Control of these muscles develops from the head down to the shoulders and arms and finally to the legs. Fine motor skills and eye coordination
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.
Table 1: Physical development Age Range Description of the stage An example of how this impacts on other aspects of development 0 – 3 Months From Birth babies are born with many reflexes for example the sucking reflex which allows them to feed, the grasping reflex, babies can grasp any object placed in their hand, this is a fine motor skill , babies can also make sounds i.e. cooing and gurgling noises, they can also turn their heads whilst lying on their back and will do so in response to light and sound Turning their head to a sound is also a Personal, social and emotional development skill as most babies will turn their head in response to their Mothers voice 3 – 6 Months At this stage babies can now roll over from their front to
The “Intell-A-Box” is designed for infants aged 18 months to 24 months. The toy has a large age range due to the fact that the child will develop with the toy and learn how to explore it in different ways. The purpose of this toy is to encourage the infant’s
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
CT230 - Understand Child and Young Person Development 1. Understand the expected pattern of development for children and young people from birth - 19 years 2.1. Explain the sequence and rate of each aspect of development from birth – 19 years Whilst they are holistic and do not work separately, the five different aspects of development are: * Physical – fine motor skills (e.g., tying shoe laces), gross motor movement (throwing/kicking), and locomotive movements (balance and walking). Help children become more independent * Cognitive – the way the brain develops and processes information – memory, distinguishing colours, imagination. Strongly linked to communication and language development * Communication – linked to cognitive, talking, gestures, writing, reading, understanding communications, thinking about want they want to say or express * Social and Emotional – also linked to cognitive and communication - relationships, controlling emotions, knowing what is acceptable behaviour * Moral – also linked to cognitive & social and emotional, decisions, principals, behaviour Babies at birth Reflexes (actions performed without thinking) such as swallowing & sucking; rooting; grasp; startle; walking and standing (if held) Physical – reflexes Cognitive – recognise the smell and sound of their mother Communication – Crying when hungry, tired or distressed Social, emotional, behavioural – close contact with carer e.g., when feeding At 1 month Settled into a pattern; sleep less; parents often understand the different types of crying the baby uses to communicate it’s needs; recognises and soothed by familiar voices; focus on faces(20-25 cm) Physical – less ‘curled up’ and startle less Cognitive – soothed by familiar voices Communication – coo when contented Social, emotional, behavioural –