Unit 6 Understand child and young person’s development. 09.09.13 Review A child's development usually follows a known and predictable course. The acquisition of certain skills and abilities is often used to gauge such development. Children will reach milestones at certain ages throughout their development, if a child does not seem to be achieving these areas of development this may be a concern and an area that needs special attention. From birth to 19 years a child should achieve a number of significant development areas, these are determined by a sequence of development and the rate of development.
UNIT 201 – CHILD AND YOUNG PERSON DEVELOPMENT Please write out each question in full including the reference numbers. 1) Complete the attached chart showing different stages of development against different ages. Ref 1.1 (x-ref 203 3.1) This has been completed as a class activity where different stages of a child’s development were placed against the relevant age group e.g. A child aged between 12-16 would be experiencing physical and emotional changes. From birth through to 19 years children continually grow, develop, and learn.
They always have a different perspective, see the child in a variety of different situations and they are aware of their learning and behaviour outside the setting. Professionals use various standard measurements to monitor and assess children’s physical development and to determine whether they are growing at the expected rate of their age. This kind of checks will be done by health practitioners (GP, Health visitors...). They may use different tests to see how a child is performing compared to the large group of other children in the same age group. For example they may use growth assessments to measure and assess the children’s height, weight and head circumference, auditory assessments to monitor and assess the children’s levels of response, reasoning assessments to monitor and assess children’s reasoning carried out by educational psychologists, cognitive aptitude assessments to monitor and assess children’s intelligence and they are widely carried out in schools.
i.e. emotional reactions involve the whole body in babies but when the child is older these responses may only involve facial expressions. Milestones Milestones mark the achievement of certain mental and physical abilities such as walking or being able to form a sentence, and signal the end of one developmental period and the beginning of another. Researchers who have studied the accomplishment of many developmental tasks have determined the typical ages that are associated with each developmental milestone. However, they have also found that the time spans in which some milestones are achieved can vary, with some milestones being more variable than others Following is a general guide to how children develop within the following age ranges: 0-3 years 3-7 years 7-12 years 12-16 years 16-19 years Development – Ages
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.
She thought of someone, her father. Michael is a barrister so Josie decides to call him to get her out of the mess. He succeeds and they decide from there to start getting to know one another. Later on when Josie arrives at school she is met by the school captain, Ivy Lloyd, who is crying. “John Barton killed himself.” Josie breaks down completely and feels awful just as her HSC exams are starting for the year.
Melinda has finally become popular, and can now speak the truth. ¨One girl, not the cheerleader, nods her head, and says, ¨Way to go I hope you’re OK.¨With hours left in the school year, I have suddenly become popular.¨(Anderson 197) Bullying has finally stopped and Melinda is now better known and a good role model by the end of the story because she spoke. Bullying really comes in many different ways, and they are strong to our feelings .all people in the school bullied Melinda since the start of school, not even at school, but since the bus picked her up. Melinda had a very sad ninth grade until the end and she passed to much to be bullied at that level. The worst thing she passed was when she got raped.
She desperately grasps on to this idea that she might some day be a “normal girl”. Finally, through the help of her new friends Jean comes to terms with the fact that she will never be what society considers “normal”, but that doesn’t matter, as long as she is comfortable and confident within her own skin. On her first day at Camp Courage Jean meets Sara, a young activist with two professors as parents. Sara forces Jean to question authority, and recognize mistreatment of people with disabilities from the condescending camp staff, and society as a whole. Sara is a camper in her 8th year, and it is revealed in the end that she has returned this year to act as “Samson” and take down entire establishment by playing on the idea that she is weak due to her disability.
One article which was a story on a girl who blamed her father for the divorce of her parents, the other was about pregnant teenagers of Hazelwood East High School sharing the experiences they encountered in the school. In order to keep the girls privacy the editors changed their names. Before the article could be published they were removed by the Principal who felt they were inappropriate. The Principal felt that
Furthermore, it is important to note that when a child is born their visual and auditory areas of the brain are not full developed. For example, as the visual cortex and subcortical visual structures mature, children’s scanning patterns changes, thus allowing children to pay more attention to outlines of objects, faces, and eyes. The question is, how much of these attentional differences is accounted by cortical and auditory maturation and how much of this is accounted by interactions with the environment? I believe it is a combination of both, however when it comes to perception there is a large body of evidence to suggest a particular innateness towards perception. We are born with the biological building blocks to perceive and attend to the outside world.