• Structured – a planned observation whereby a child is given a specific activity and is then observed carrying it out, giving a factual account of what happens. There are also methods which can be used to follow a particular child in more detail. These are useful when there is an area of concern, a need to prove that a milestone has or has not been reached, or a requirement for detailed observations to assist in diagnosis of a developmental delay. • Focus child – a particular child is observed for a specific amount of time. Categories are pre-coded to allow for events to be recorded in a consistent way.
506 Child Development 1.2 What is the difference between ‘sequence’ of development and ‘rate’ of development and explain why the difference is important. 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. Rate of development is however, when individuals reach certain targets or milestones and at the speed of which they do so, and is also about recognising and identifying any concerns in development and how you can adapt and assist learning and development. Building blocks need to be in place for each developmental stage to happen.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
It is important to keep a close check on a child’s developmental changes for the following reasons: Generally, children need to learn developmental skills in a consecutive order. A delay in one skill will have a knock-on effect on other skills. For example, a child needs language skills before she will be able to write. Sometimes if a child has a delay in one area (i.e. speech) it can affect other developmental areas (i.e.
The sequence and rate of each aspect of development go from the ranges of 0-3, 3-7, 7-12, 12-16 and 16-19. The sequence is usually the same but the rate will often change. It gives me the chance to monitor the development and plan appropriately to a specific child’s needs; it will show if there are any areas that they may need extra support in. * A child who is in the range of 0-3 years at birth to 11months their physical development should be ‘rolls over from front to back, from back to front’ and ‘explores objects with mouth, often picking up an object and holding it to the mouth. At 16-26 months their development should be ‘walks upstairs holding hand of adult’ and ‘Makes connections between their movement and the marks they make’.
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.
Child development project Principles of development… To plan for children’s play and learning it is essential that you know what they are likely to be able to do. This will change according to their age and stage of development. From birth to teenage years age children and young people tend to follow a broad development pattern. Here are some principles of child development and learning: 1. All areas of development and learning are important.
Although there are norms, it is important to remember that every child will develop in their own way. Norms describe the average set of expectations; however if a child develops faster than the
As young children’s brains are still developing as they grow it means that early identification can change potential impact of any learning difficultly if supported early enough to help the child reach their full potential. This early intervention to support the child and family in making sure the child receives the right help early on so they have the best chance in tackling problems, communicating well and assure they are making progress. What are the potential risks for children and young people if any speech, language and communication delay is not identified early? If a child does not receive the right help with their communication delay early enough the risks of that delay having a long-term effect on their future lives is greatly increased. So if left untreated, lead to lower education attainment, behavioural problems, emotional and psychological difficulties, poorer employment prospects, challenges to mental health, and in some cases, a descent into criminal behaviour.
There are numerous external factors that will have an effect on children and young people’s development, some being education, neglect, poverty, and history of abuse or the status of care. Education - Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do. Schools will often put appropriate support in place for children in these situations. Starting education early through pre-school or nursery children are being given a head start in many areas of development as they will have the opportunity to learn and experience things they would not do at home, whilst boosting they’re social and emotional development as they interact with peers learning to form friendships, through playing games where they will also come across turn taking and learn to adjust their own way of thinking to fit in. Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do.