Unit 201 Child and Young Person Development This unit is intended to provide evidence of your knowledge and understanding of children and young people’s development from birth to 19 years. By completing all tasks, you will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 201. There are 3 tasks to complete: Task | Evidence required | Unit coverage | A | Complete table | 1.1a, b, c | B | Written questions | 1.22.1, 2.2 | C | Complete table | 3.1, 3.2, 3.3 | Assessment Criteria 1.1 a, b, c Task A Complete the table below by describing the key developments children and young people go through at each age. | Physical development | Communication and intellectualdevelopment | Social, emotional and behaviouraldevelopment | Birth to 3 years | * Sucking and Grasping. * Turn heads towards sounds.
He stated all children needed was a trigger to this pre-programmed ability to learn language as the brain was pre wired for language. and that even deaf babies at the pre-verbal stage babble although they can’t hear what is going on. Another argument for this is that before infants learn spoken language they will respond to sound and speech and they have the ability to store complex language structures. This LAD (Language Acquisition Device) allows them to develop a deep understanding of the rules of language. An example given to prove Chomsky’s idea is that of a child of around 18
Social and Emotional Development, this is the child’s ability to interact with others including themselves and self-control (www.cdc.gov/childdeveoplment). Speech and Language Development, this is of course the child’s ability to both understand and use their language (www.cdc.gov/childdevelopment). Fine Motor Skill Development, this is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw (www.cdc.gov/childdevelopment). Last but not least we have Gross Motor Skill Development , this is the child's ability to use large muscles (www.cdc.gov/childdevelopment). For example, a six-month-old baby learns how to sit up with some support, a 12-month-old baby learns to pull up to a stand holding onto furniture, and a five-year-old learns to skip.
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.
Social and emotional development: this is the development of a child’s identity and self-image, relationships and feelings Intellectual development: this is learning the skills of understanding, memory and concentration. Communication and speech development: this is learning to communicate with others. All the areas of development link together and are often described in five stages: 1. infancy from birth to one year 2. early years from one to three years 3. childhood from four to seven years 4. puberty from 8–12 years 5. adolescence from 13–16 years Sequence of development is the order that a child develops but this can vary in each child. For example one child may start with rolling over then sit up, then crawl and then start walking but another child may just sit up, then crawl and then start walking. (Usual order in which development takes place) The rate of development is the space a child develops and grows at.
Observation #3 –Exploring the world with a Child in Middle Childhood 1. Describe the child including your relationship with him, include age, sex, birth date, and general information about the setting where the visit took place. I observed Ronit at ABK Karate class The observation took place on Thursday, January 17th from 6:30pm to 7:30pm. Ronit is the youngest son of my neighbors. He was born March 11, 2005 and hence is just about 3 months shy of his 8th birthday.
Understanding children and young people’s development. Outcome 1 Understand the pattern of development that would normally be expected for children and young people from birth - 19 years. 1.1 There are generally four areas of development: Physical, commination, intellectual / cognitive and social and emotional, each and everyone just as important as the last, all children will develop in every one of these areas in differing degrees throughout their lives, as a child gets older they also become aware of their own identity and moral standing. The way in which a child develops in each and every area decides what type of person they will eventually be. Each and every child develops at differing rates; there development also goes through periods of peaks and troughs, right from the very beginning a child learns to react to different situations, recognising familiar faces and smells.
In the 1960s and 1970s, Piaget set up various experiments to ascertain how children thought in and about different situations so that he could determine how they cognitively developed. He was particularly keen to understand how a child, as a 'lone scientist' or thinker, would solve problems during his or her life experiences, and how approaches to problem-solving might change as that individual got older and had more learning experiences. Piaget's assumption was that children actively constructed knowledge from their experiences. From birth, he saw them as trying to make sense of the world through their actions. This made children central to their own learning.
Primary Socialisation is the first form of socialisation and takes place in the early years of life. It is the parents and care-givers as well as siblings and other people in constant close contact with the child from their early years that affect their Primary socialisation. During Primary socialisation children form relationships with their family, they learn how to speak a language, and they learn the values and the norms of their culture as well as basic social rules and how to interact with society. “Novices across the life span are socialised into using language and socialised through language into local theories and preferences for acting, feeling and knowing, in socially recognized and organized practices associated with membership in a social group.” (Kramsch, 2002 pg.106) Secondary socialisation is the second form of socialisation, this happens in the later years of childhood and in adolescence, this has much less focus on the family and a larger focus on
Almost from birth children are immersed in social-interactive spoken language, where the adult carer speaks to the child in meaningful language. Even though the child cannot from a young age understand what is being said they acquire an understanding through the obvious visual context, they have an innate inclination to communicate. Due to the interactive nature of language, the language learning process where a child uses trial and error, will invariably gain a spoken response, which will not only give feedback (and possible modelling) but also give affirmation for the basis of future conversation. By the time a child enters school at the age of four, they will have developed their language skills to a relatively sophisticated level of comprehension and a vocabulary of several thousand words. The language they have acquired when they enter school will be that of their home dialect.