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.
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. You must get the parents permission for any child to be referred and keep them well informed. Early intervention teams have been set up in England to work with children with additional needs from birth to the end of EYFS. The early year’s intervention team will be part of the multi-agency panel enabling referrals to be made between settings. Early year’s intervention team promote inclusive practice, provides advice support and training in settings, supports transitions into schools, ensures that parents are fully aware of and involved in any referral process that are wanting to be made to help support their child.
c) Explain how theories of development and frameworks to support development, influence current practice. There are many theories that have been proposed to describe and explain the course of human development, some may be of the opinion that they are wrong but they are also right in many ways. Jean Piaget - cognitive Jean Piaget's theory of cognitive development has four stages to it, the theory is about maturation (growing up) and the understanding a child has around them at different stages. Jean Piaget believed a child cannot undertake certain tasks until they are psychologically mature enough to do so. His theory relates to the points at which a child's thinking accelerates (18 months, 7 years and 11/12 years).
We all experience transitions in our life from time to time these are changes that happen to us whether physical to our self or just general changes. Babys and children go through a lot of changes as they grow up and it is important that us as adults guide them through these changes confidently and sympathetically to ensure they learn how to cope with these transitions as they grow. If a child has a negative memory of a change that has happened to them for instance if a child is going up to an older group within the setting but isn’t supported correctly by the keyperson that they have bonded with they may find this a scary change and then when they need to start BIG school this could be very very scary. * Emotional transitions. If a child isn’t supported through emotional transitions such as a new baby this could lead them to become jealous of the child and may be the cause of unwanted negative behavior, this could be because it hadn’t been explained that they were going to get a new brother/sister.
Factor number 2-children’s wishes and feelings There will be many times in my practice when assessing a child is not appropriate, I have experienced times when I have been trying to assess a child and I couldn’t because they were too upset, therefore I postponed the assessment to another day which I then had to rearrange my daily planning. I understand that I must be clear and use appropriate language when I observe any child. Factor number 3- Cultural background I am aware that I must differentiate all my activities with all the children I am going to assess, it is important that I take into account children who come from different ethnic backgrounds, for example I have a child who speaks Polish and little English this child does not like to take part in story, circle time activities and I believe this has to do with they do not understand the words in the stories
There are set guidelines on how fast or slow children should develop, but every individual is different so not everyone will develop at this set rate. Patterns of development is what provides the frame work of what the average child is likely to be able to reach a particular mile stone. It is very important that the pattern of development is considered when a child is thought to be outside the expected mile stone. The milestones are measured by age 0-3 weeks A neonate would be born around 40 weeks. When they are born up to three weeks before there due date they are then classed as premature.
CYPOP1.1 Development and Learning or Babies and Young Children We know that what children are born with and the experiences they have will shape their development. This means that whatever talent and skill a child is born with may not be realised unless the child has a chance to express this and is encouraged by adults. From the moment they are conceived a child’s development begins. The child’s features are decided genetically, although their height will also be affected by the child’s later environment and diet. Sometimes genetic information can be faulty, meaning the process at conception can sometimes be faulty.
If you know what is going on with the child’s development, practitioners have the opportunity to support the child, providing good surroundings for the child’s development to progress in. It will help to work out the type of play activities they’ll enjoy and how you can support their independence skills. Different aged children have different needs. Making checks to see children are developing and growing well is important as it indicates problems which can notify you as early as possible. Most checks are conducted by doctors, however in the early years, practitioners and parents notice this first.
Not only do parents have to be accountable, the schools need to have a better system in place to insure the safety of our children. There have been things put in place to do so; however there is always room to improve especially when the lives of our children are at stake. Once you have the commitment of the
All children will develop at different rates and in different ways, the sequence will develop because you have to develop one skill to develop another for example you have to walk before you can run this is because they have to develop the stronger muscles before they are able to run. Development is broken down in to a time line for example most toddlers will be walking by 18months, however in some cases this doesn’t happen and some children it could take a lot longer or even walking before there first birthday. It does depend on the child ability and muscles have development correct and strongly. As development is more rapid in early years the milestones start at being quite close together before becoming further apart as babies becomes