If a child has difficulty meeting a milestone, it can mean some delay in other areas too. These developments can vary in each child. Developments in social and emotional, physical, intellectual and language begin from birth and continue into adolescents and it’s within these areas that a sequence is formed. An example of this could be that a baby will learn to hold their head up before learning to sit unaided. Or a child will learn to walk before they can run.
The rate of development is the speed of which a child develops but this can also vary a great deal in each child. For example one child may start walking unaided before their first birthday but another child may not start walking unaided until after their first birthday. It’s important to know the difference between the sequence and rate of development as it helps to meet the children’s individual needs. It helps you recognise if any children have special educational needs and helps you plan to make sure they are getting the help and support they may need.
CYP 3.1 1.1 – Children’s development is continuous and can be measured in a number of different ways. Although all children develop at different rates, and in different ways, the sequence in which they develop will roughly be the same as they need to have developed one skill, e.g. walking, before they can move on and develop further skills, such as running and jumping. Development is often referred to as on a timeline and is broken down into ages. As development is more rapid in early years, the first few milestones start by being quite close together, before becoming further apart as a baby becomes a child then a young adult.
Children may find change very difficult which is why it is important to know the different types of transition. Normal stages of transitions are changes that all children will face, such as; moving class or school, primary to secondary. Less common transitions are personal to the child which other children may not face, such as; family break ups, severe illness or bereavement. The normal stages of transition are predictable as they have a set date but the less common transition are unpredictable as they are sudden. This means that children moving from primary to secondary school have plenty of time to prepare for this change but bereavement leaves no time, just a hole that affects all areas of their lives.
• Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs. • Family and environment The impact of wider family and environmental elements on the child or young person’s development and on the capacity of their parents/carers. How we used the common assessment at the school The common assessment process represents best practice– although it is acknowledged that, in some instances, flexibility may be required to meet the specific needs of a child or young person and their circumstances. Is a process that may move forwards and backwards between delivery and review until needs are met. We should not put the child or young person, or ourselves, at risk of harm.
This means that children must first finish one area of development before moving to another developmental milestone. If a child has difficulty meeting a milestone, it can mean some delay in other areas too. These developments can vary in each child. Developments in social and emotional, physical, intellectual and language begin from birth and continue into adolescents and it’s within these areas that a sequence is formed. An example of this could be that a baby will learn to hold their head up before learning to sit unaided.
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. Here is the typical sequence and rate of development for children that would normally be expected. Physical Development 0-1 years old: The first year of a baby’s life is the most important for brain development and the impact that it will have on the children and their learning throughout their lives. During the first month of their lives, a baby will hold its head and in time they will bear weight and begin to roll over. By 6-9 months, the baby is able to sit unsupported and will then begin to pull themselves up into a standing position.
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. Development is often referred to on a timeline and is broken down in ages. As development is more rapid in early years the milestones start by being quite close together before becoming further apart as baby becomes a child and then a young adult. Ages 0 - 3 years They are beginning to crawl or shuffle, pulling or pushing on furniture to stand and then cruise using furniture or adult for support. Sitting has progressed to unaided and they are rolling from their front to their back.
Unit Title: Understand child and young people’s development. Unit Number: CYP Core 3.1 Unit Reference: L/601/1693 1. Explain the sequence and rate of each aspect of development from birth to 19 years. 1.2 Explain the difference between sequence of development and rate of development and why the difference is important. The sequence of development is a pattern in which a child develops from infancy, through childhood and into adulthood, these are usually categorized in two ways: personal factors: factors that are specific to a child such as: disabilty, health status, impairment, learning difficulty, bereavment etc.
As far as the Early Childhood Education is concern, teachers must consider their students’ capabilities at their (students) certain age. We call the abilities expected of a child to perform as Developmental Milestones/ Expectancies. If a child is not occupied with his expected abilities at his present age, it would be hard for a child to proceed to the following levels and difficulty as s/he grows. But if well exposed and provided, it’ll be no burden to a child to perform, learn and adapt using his/her achieved expectancies into any situations. Each expectancy on every area of development may affect the other areas but not necessarily all.