Unit CYP Core 3.1: Understand child and young person development. Explain the sequence and rate of each aspect of development from birth – 19 years. The sequence of children’s development for each age is divided into four different aspects: Physical; Social, emotional, behavioural and moral; Communication and language; Intellectual and cognitive. 1. Physical Development: This refers to the body increasing in skill and performance and includes: gross motor development (using large muscles), for example legs and arms such as running, jumping, hopping, skipping and balance.
Outside slides, logs to climb and balance on, trikes and balance bikes, tractor wheels to climb and use to pull on, balls to roll. These are some of the activities we have at the preschool our environments are planned around giving the child the maximum opportunities to have physical activities and children need space to do physical activities. 1.2) Explain the development of movement skills in young children and how these affect other aspects of development. The main movement skills that children develop are: * Gross motor- whole limb movement for babies * Travelling movements where the child moves from one point to another such as running, jumping and skipping * Object control such
University of Phoenix Material Developmental Stages Matrix Complete the matrix by listing out the various changes in each age group. |Developmental Stage |Physical changes |Cognitive changes |Socioemotional changes | |Infancy |Physical growth is at the fastest rate during |Uses the Sensorimotor stage of development. The |During infancy is when a child develops the bond with| | |infancy. Young infants learn to roll over, sit up, |infant uses sensory and motor contact to explore and |his or her guardian. An infant will learn who the | | |crawl, and walk within 12 to 15 months of birth.
Babies at around this mile stone will also be able to point to objects and deliberately throw objects. From the age of around 9 months babies will stand by themselves and move around the room by holding on to the furniture and eventually walk without being assisted. Communication and intellectual development. The pattern that babies intellectually developer and communicate if firstly by crying when they need something such as feeding or they in pain. They will learn to coo and turn their heads to the direction of the sound.
Babies at this stage will respond to voices, follow you around the room with their eyes. They will also learn to stop crying when communicated with. Playing with children will make them giggle and smile for example "Peek-a-boo". Which they will learn the movements to as they get older with their identities coming along they may show fears to strangers and need reasurance. 1-2 Years- PHYSICAL DEVELOPMENT Around this age toddlers begin to progress from crawling to walking by pulling themselves up onto objects and holding onto things for support like sofa's or table's.
CORE 3.1 Understand Child and Young Person Development CYP Core 3.1.1 - Understand the expected pattern of development for children and young people from birth - 19 years. 1. Explain the sequence and the rate of each aspect of development from birth to 19 years The sequence of child development means the expected development of a child from birth to 19 years. Child development refers to the biological and psychological and emotional changes that occur within this time. As the individual progresses from dependency to increasing autonomy.
Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc. Dexterity increases with small objects like puzzles, threading beads etc. Dressing and undressing will be assisted but more cooperative. They will be developing their gross and fine motor skills: Running, Jumping, Catching, throwing and aiming, building, climbing, pedaling, use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc. They will have more pencil control and will begin to copy letters and shapes, and draw people.
Infants will need a safe space for crawling, pulling themselves up, and learning to walk. Fine motor skills can be developed by using a variety of materials such as: play dough, crayons, scissors, and buttons. Have them practice buttoning and unbuttoning on old shirts, rolling play dough into shapes, and cutting paper with the scissors. Encourage infants using Cheerios for a snack and toys like: soft balls, rattles, and keys. Cognitive skills can be developed using hands-on activities allowing children explore, problem solve, and satisfy their curiosities.
They start looking at their own hands and feet, sucking on their fingers, this also helps them to understand how the legs and arms are attached to the babies body. Most babies begin to enjoy social stimulation, with smiling and responding to touching people and interacting to their own touch. From three to six months old, social interaction become important in the babies development, most babies begin to smile, laugh and respond when their name is called out. The child behavioral milestones begin to come out, with babies not understanding their intentional behavior for example, when a baby finds a marker pen and would begin to draw over a freshly painted wall or wooden floor, your baby doesn't understand that this is unacceptable behavior and would continue to draw and explore. Also babies have no concept of sharing with others, grabbing or snatching toys from other babies
Understand child and young person development Understand the expected pattern of development for children and young people from birth – 19 years. 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years. The term ‘development’ refers not to the physical growth of the children, but to the skills and knowledge that they are developing. Obviously, the two are interconnected as growth impacts enormously on children’s development, so neural growth affects the way that children are able to think. It is usual when looking at child development to divide it into the following areas.